tag:blogger.com,1999:blog-90333296307119092772014-10-01T14:13:52.173+08:00Orca's Blog翻译英文的教育技术、教育管理等教育相关文章。以期提高自己的英语水平。Orcahttp://www.blogger.com/profile/03415884987803612593noreply@blogger.comBlogger146125tag:blogger.com,1999:blog-9033329630711909277.post-76768166782358770272010-12-05T17:15:00.001+08:002010-12-05T22:41:12.506+08:00翻译《第一章：提出正确问题的益处》<h1>Authors Answer Student Questions</h1><h1>&#20316;&#32773;&#22238;&#31572;&#23398;&#29983;&#38382;&#39064;</h1><p>Q1: Will this book make me skeptical about everything I read or hear?</p><p>&#38382;&#65306;&#36825;&#26412;&#20070;&#20250;&#35753;&#25105;&#23545;&#25105;&#25152;&#21548;&#21040;&#35835;&#21040;&#30340;&#19968;&#20999;&#37117;&#25253;&#20197;&#24576;&#30097;&#65311;</p><p>A: We hope that it will make you skeptical about any ideas that are important to you personally. And one needs to be especially skeptical about highly controversial or extraordinary claims. As Carl Sagan stated, &quot;Extraordinary claims require extraordinary evidence.&quot; In our opinion, the goal of skepticism is to examine claims made by others using high standards of critical thinking. The most important thing should not be whether a claim turns out to be true or false but whether it was rigorously, critically evaluated. The evidence and reasons should direct us to our conclusions. It is desirable to balance thewill to believewith thewill to doubt; but for the critical thinker, the will to doubt and to question precedes the adoption of beliefs.</p><p>&#31572;&#65306;&#25105;&#20204;&#24076;&#26395;&#20182;&#33021;&#35753;&#20320;&#24576;&#30097;&#23545;&#20320;&#20010;&#20154;&#24456;&#37325;&#35201;&#30340;&#25152;&#26377;&#24819;&#27861;&#12290;&#19968;&#20010;&#20154;&#29305;&#21035;&#38656;&#35201;&#24576;&#30097;&#20855;&#26377;&#39640;&#24230;&#20105;&#35758;&#12289;&#29305;&#21035;&#31163;&#22855;&#30340;&#20027;&#24352;&#12290;&#27491;&#22914;&#21345;&#23572;&middot;&#33832;&#26681;&#25152;&#35828;&#65306;&ldquo;&#38750;&#20961;&#30340;&#20027;&#24352;&#38656;&#35201;&#38750;&#20961;&#30340;&#35777;&#25454;&#12290;&rdquo;&#25105;&#20204;&#35748;&#20026;&#65292;&#24576;&#30097;&#30340;&#30446;&#30340;&#26159;&#20026;&#20102;&#20351;&#29992;&#39640;&#26631;&#20934;&#30340;&#25209;&#21028;&#24615;&#24605;&#32500;&#26816;&#26597;&#21035;&#20154;&#30340;&#20027;&#24352;&#12290;&#26368;&#37325;&#35201;&#30340;&#20107;&#24773;&#19981;&#24212;&#35813;&#26159;&#35777;&#26126;&#19968;&#20010;&#20027;&#24352;&#26159;&#30495;&#25110;&#20551;&#65292;&#32780;&#26159;&#27492;&#20027;&#24352;&#26159;&#32463;&#20005;&#26684;&#23457;&#24910;&#35780;&#20272;&#30340;&#12290;&#35777;&#25454;&#21644;&#29702;&#30001;&#24212;&#35813;&#24341;&#23548;&#25105;&#20204;&#24471;&#20986;&#32467;&#35770;&#12290;&#22312;&#20449;&#20219;&#19982;&#24576;&#30097;&#30340;&#24847;&#24895;&#20043;&#38388;&#21462;&#24471;&#24179;&#34913;&#26159;&#21487;&#21462;&#30340;&#65292;&#20294;&#26159;&#23545;&#20110;&#25209;&#21028;&#24615;&#24605;&#32771;&#32773;&#65292;&#24576;&#30097;&#30340;&#24847;&#24895;&#21644;&#25552;&#20986;&#38382;&#39064;&#20248;&#20808;&#20110;&#36873;&#25321;&#30456;&#20449;&#12290;</p><p><br></p><p>Q2: You talk about the need to question, but is it possible to question too much, or to overanalyze things?</p><p>&#38382;&#65306;&#20320;&#35848;&#21040;&#25552;&#38382;&#30340;&#24517;&#35201;&#24615;&#65292;&#20294;&#26377;&#21487;&#33021;&#25552;&#38382;&#36807;&#22810;&#65292;&#25110;&#32773;&#23545;&#20107;&#24773;&#20998;&#26512;&#36807;&#24230;&#65311;</p><p>A: Yes. But you can guard against this. You must accept the fact that you will have to answer many questions in the face of much uncertainty. Some of our best leaders and decision makers are expert critical thinkers. Critical thinkers also vote. They gather and evaluate the best information available and make the best decision they can given their time constraints. The goal of critical thinking is not absolute certainty! It is to make the best decisions that you can, given the present circumstances. As you gain more practice in critical thinking, you will also begin to feel more comfortable with not having ALL the answers before you make a decision. In most cases, your goal should be to &quot;move the conversation forward&quot; enough to make you feel more confident about your tentative decision, but knowing that there is much more to the conversation yet to be discovered.</p><p>&#31572;&#65306;&#26159;&#30340;&#12290;&#20294;&#26159;&#20320;&#21487;&#20197;&#36991;&#20813;&#36825;&#31181;&#24773;&#20917;&#12290;&#20320;&#24517;&#39035;&#25509;&#21463;&#36825;&#26679;&#19968;&#20010;&#20107;&#23454;&#65292;&#21363;&#20320;&#20250;&#22312;&#38754;&#23545;&#35832;&#22810;&#19981;&#30830;&#23450;&#24615;&#30340;&#26102;&#20505;&#22238;&#31572;&#35768;&#22810;&#38382;&#39064;&#12290;&#25105;&#20204;&#19968;&#20123;&#26368;&#22909;&#30340;&#39046;&#23548;&#32773;&#21644;&#20915;&#31574;&#32773;&#37117;&#26159;&#25209;&#21028;&#24605;&#32500;&#19987;&#23478;&#12290;&#25209;&#21028;&#24605;&#32771;&#32773;&#20063;&#25630;&#25237;&#31080;&#34920;&#20915;&#12290;&#20182;&#20204;&#25910;&#38598;&#35780;&#20272;&#21487;&#33719;&#24471;&#30340;&#26368;&#20339;&#20449;&#24687;&#65292;&#20570;&#20986;&#22312;&#20854;&#26102;&#38388;&#38480;&#21046;&#20869;&#25152;&#33021;&#32473;&#20986;&#30340;&#26368;&#20339;&#20915;&#31574;&#12290;</p><p><br></p><p>Q3: Do you ever come to a point in which critical thinking is almost effortless?</p><p>A: Well, perhaps ALMOST, SOMETIMES. It certainly will get easier as you keep practicing it, and you begin to incorporate the questions as habitual ways of thinking. But, in general, even for expert critical thinkers, critical thinking is hard work, and requires much more concentration and attention than does applying the Sponge model. We believe strongly, however, that the payoffs greatly exceed the costs. Learning to be an expert critical thinker is much like learning to be an expert professional basketball player. Such players have learned many difficult skills through lots of hard practice, and can now apply many of them in a coordinated fashion; but to perform at a high level, they still must work very hard to succeed at a high level.</p><p><br></p><p>Q4: Is it possible to separate emotions from issues based heavily on belief systems, such as religious beliefs?</p><p>A: We think it&#39;s very difficult to TOTALLY separate emotions from issues in which you already have strong beliefs. We do believe, however, that you can STRIVE HARDILY to put your emotions on the back burner in an effort to examine the basis for your beliefs. Important values of critical thinking are openness to others&#39; ideas and moral courage. By moral courage we mean the willingness to face and examine fairly moral ideas or beliefs that we have not seriously considered, even if we have a strong negative reaction to them. Why should we do this? Because moral conclusions or beliefs that have been expressed by those around us and/or instilled in us are sometimes found to be flawed when closely examined. You can be most open to differing ideas if you try to minimize the emotional involvement in your own beliefs as you try to understand reasoning that is in conflict with those beliefs. We are strong advocates of expressing one&#39;s emotions under the appropriate circumstances. But we also believe that strong feelings often get in the way when one is trying to carefully evaluate an issue.</p><p><br></p><p>Q5: Does your book include ALL the critical thinking questions?</p><p>A: No. We would be very surprised if any book did. Once you have completed this book, you will have only started your critical thinking journey, and we hope you will continue to add critical thinking questions as you continue your education. Each of us has been teaching critical thinking for more than 30 years, and we are still learning new ways to effectively evaluate arguments. Our book, however, does reflect most of the skills and dispositions that those people who have studied critical thinking for many years believe are important. And we can promise you that if you can learn to effectively apply the questions in this book, you will be making evaluative judgments of very high quality. Our research has shown that students who have usedAsking the Right Questionsin their classes score much higher than those who have not on critical thinking tests.</p><p><br></p><p>Q6: Aren&#39;t people going to be annoyed by me if I keep questioning them?</p><p>A: Certainly. If you question in certain ways, others may very well become annoyed. Most human beings do not welcome being questioned by others with open arms. We think this is a very important issue for interpersonal relationships, as evidenced by our attention to it at the end of our book. (See the last several pages ofAsking the Right Questions.) As you read the additional chapters in the book, we recommend that you try different approaches to questioning others until you find ones that are comfortable and do not seem to create too much resistance or defensiveness. But we also recommend that you work on tolerating some short-term annoyance from others. The dire need to be loved by everyone is a need that tends to interfere with effective critical thinking. Others can learn much from your questioning them, even if they don&#39;t seem to be enjoying the experience at the time. Pick your spots. Try to convince others that you are asking questions to try to better understand their reasoning, not to put them on the spot. We believe that enduring SOME annoyances in others is the price we all have to pay if we want choose our conclusions carefully.</p><p><br></p><p>Q7: Is there a difference between being open to revision and being indecisive?</p><p>A: Yes. Individuals who are open can also be decisive. The difference is that the open individual knows that certain actions have to be taken quickly, even if one is not ABSOLUTELY CERTAIN that particular conclusion is the correct one. The decisiveness comes from knowing that the present conclusion has been reached through a rigorous questioning process. The openness comes from knowing that it&#39;s possible that new information may emerge in the future that may change the conclusion. For example, your textbook&#39;s authors are very decisive in choices about teaching strategies. But we also continue to read others&#39; arguments about teaching strategies, and we are willing to change our strategies if we encounter strong arguments to suggest such change.</p><p><br></p><p>Q8: Shouldn&#39;t we SPONGE first and then PAN FOR GOLD later, so that we have enough information to work with?</p><p>A: We are very strong believers in theactive personal construction of knowledge, and thus believe that even in the early stages of learning college material, in most cases it is preferable to actively structure what you&#39;re learning, rather than simply reproduce it, from the beginning. Doing this puts the information into a form that leads to deep understanding, as opposed to a more superficial understanding. The next few chapters should help you see the benefits of such active structuring.</p><p><br></p><p>Q9: Is it necessary to know a lot about the topic being discussed in order to use our critical thinking skills?</p><p>A: Knowing a lot sure helps, and you will find critical thinking to be easiest when you are evaluating topics with which you are familiar. However, many of the questions you will be learning to ask inAsking the Right Questionscan be applied to many topics with which you are not very familiar. The questions are not discipline specific and can be applied across many disciplines. For example, asking questions about sampling bias can be productive in most disciplines that rely on conducting experiments.</p><p><br></p><p>Q10: Why do we need a critical thinking class to learn these skills? Won&#39;t we automatically learn them in our regular classrooms?</p><p>A: No, you will not automatically learn such skills, and there are a number of reasons for this. First, much research suggests that in most universities and colleges, critical thinking is not sufficiently emphasized &quot;across the curriculum&quot; to instill critical thinking skills in students. Many college students graduate without possessing high-level critical thinking skills. Other research shows that typical textbooks in this country emphasize the presentation of facts and infrequently require critical thought, as we are defining it. Also, many teachers tend to emphasize the reproduction of content, rather than the deep understanding of material. Teachers usually teach the way they were taught. Also, an in-depth class in critical thinking provides you with a coherent holistic sense of the critical thinking process in a manner similar to the way a first-year English Composition class might provide you with a coherent sense of how to write effective essays. In both cases, such training should be transferable to many other classes and should be very helpful to you even if your other teachers emphasize critical thinking skills.<br><br></p><h1>Multiple Choice</h1><br><br> This activity contains 3 questions. <p></p><h2>Which of the following is NOT an aspect of critical thinking as it is defined by the authors ofAsking the Right Questions?</h2><ul><li>the ability to ask and answer critical questions at appropriate times</li><li>the desire to actively use critical questions</li><li>the ability to memorize an author&#39;s main points</li><li>the awareness of a set of coherent critical questions</li></ul><br><br><h2>Using the Panning-for-Gold approach to learning most emphasizes</h2><ul><li>absorbing information.</li><li>asking evaluative questions.</li><li>getting the right answer.</li><li>disagreeing.</li></ul><br><br><h2>The authors ofAsking the Right Questionsbelieve that</h2><ul><li>critical thinkers should wait until they have found the right answer before acting on their beliefs.</li><li>we should first act on our feelings, then apply critical thinking skills.</li><li>emotional involvement should be most intense after critical thinking has occurred.</li><li>emotional involvement should be the primary basis for accepting a conclusion.</li></ul><h1>True or False</h1><br><br> This activity contains 3 questions. <p></p><h2>Strong sense critical thinking means trying to identify faulty reasoning in other people&#39;s thinking.</h2><ul><li>True</li><li>False<br></li></ul><br><br><h2>If you ask the critical thinking questions sufficiently and thoroughly, you will eventually discover the right answer to a question.</h2><ul><li>True</li><li>False<br></li></ul><br><br><h2>It is important to ask the question &quot;Who cares?&quot; before you decide how much energy to invest in applying your critical thinking skills.</h2><ul><li>True</li><li>False<br></li></ul><br><br>http://wps.prenhall.com/hss_browne_askingquest_8/48/12534/3208929.cw/index.html<br><br>Orcahttp://www.blogger.com/profile/03415884987803612593noreply@blogger.com0tag:blogger.com,1999:blog-9033329630711909277.post-77663151257925981202010-12-05T17:01:00.001+08:002010-12-05T17:01:33.342+08:00翻译《欢迎来到<学会提问：批判性思维指南>指导网站》<h1>Welcome to the Companion Website for Asking the Right Questions: A Guide to Critical Thinking.</h1><h1>&#27426;&#36814;&#26469;&#21040;&lt;&#23398;&#20250;&#25552;&#38382;&#65306;&#25209;&#21028;&#24615;&#24605;&#32500;&#25351;&#21335;&gt;&#25351;&#23548;&#32593;&#31449;</h1><img alt="Asking the Right Questions: A Guide to Critical Thinking" src="http://wps.prenhall.com/wps/media/objects/3133/3208928/_skins_/D/default_blue/cover.jpg" style="float:left;height:249px;margin-left:0px;margin-right:1em;width:165px" title="Asking the Right Questions: A Guide to Critical Thinking"><p>Prentice Hall Companion Website</p><p>&#26222;&#20262;&#33922;&#26031;&middot;&#38669;&#23572;&#20986;&#29256;&#20844;&#21496;&#20804;&#24351;&#32593;&#31449;</p><h3>Asking the Right Questions: A Guide to Critical Thinking, Eighth Edition</h3><h3>&#23398;&#20250;&#25552;&#38382;&#65306;&#25209;&#21028;&#24615;&#24605;&#32500;&#25351;&#21335; &#31532;&#20843;&#29256;</h3><p>By</p><p>&#20316;&#32773;&#65306;<br><b>M. Neil Browne<br> Stuart M. Keeley</b></p><p><br></p><p>Welcome to the Prentice Hall Companion Website designed to accompany Asking the Right Questions, Eighth Edition.</p><p>&#27426;&#36814;&#26469;&#21040;&#26222;&#20262;&#33922;&#26031;&middot;&#38669;&#23572;&#20986;&#29256;&#20844;&#21496;&#20026;&#12298;&#23398;&#20250;&#25552;&#38382;&#65306;&#25209;&#21028;&#24615;&#24605;&#32500;&#25351;&#21335;&#12299;&#31532;&#20843;&#29256;&#35774;&#35745;&#30340;&#25351;&#23548;&#32593;&#31449;&#12290;</p><p><br></p><p>To enter this site, select a chapter from the menu above.</p><p>&#35201;&#36827;&#20837;&#27492;&#32593;&#31449;&#65292;&#20174;&#19978;&#38754;&#30340;&#36873;&#21333;&#20013;&#36873;&#25321;&#19968;&#31456;&#12290;</p><p><br></p><p>Features of this site include:</p><p>&#27492;&#32593;&#31449;&#21253;&#21547;&#22914;&#19979;&#29305;&#33394;&#65306;</p><ul><li>Short passages of reasoning related to contemporary social controversies, which give students added opportunity to actively practice their critical thinking skills.</li>&#20998;&#26512;&#24403;&#20195;&#31038;&#20250;&#20105;&#35770;&#30340;&#30456;&#20851;&#30701;&#25991;&#65292;&#36825;&#21487;&#20197;&#32473;&#20104;&#23398;&#29983;&#26356;&#22810;&#26426;&#20250;&#31215;&#26497;&#23454;&#36341;&#25209;&#21028;&#24615;&#24605;&#32500;&#25216;&#33021;&#12290;<br><li>Immediate feedback to the practice exercises, which permits students to compare their critical thinking responses to exemplary critical thinking responses.</li>&#20026;&#23454;&#36341;&#32451;&#20064;&#25552;&#20379;&#21450;&#26102;&#21453;&#39304;&#65292;&#36825;&#20351;&#24471;&#23398;&#29983;&#21487;&#20197;&#27604;&#36739;&#20182;&#20204;&#30340;&#25209;&#21028;&#24615;&#24605;&#32500;&#31572;&#26696;&#21644;&#20248;&#31168;&#25209;&#21028;&#24615;&#24605;&#32500;&#31572;&#26696;&#12290;<br><li>Short self-grading objective quizzes for each chapter.</li>&#27599;&#19968;&#24352;&#37117;&#26377;&#31616;&#30701;&#30340;&#33258;&#25105;&#35780;&#23450;&#23458;&#35266;&#27979;&#39564;&#12290;<br><li>An &ldquo;Authors Answer Commonly Asked Student Questions&rdquo; section for each chapter, which gives students an opportunity to see how the authors have responded to other students who have raised questions stimulated by their reading of Asking the Right Questions in their classrooms.</li>&#27599;&#19968;&#31456;&#37117;&#26377;&#19968;&#33410;&#12298;&#20316;&#32773;&#22238;&#31572;&#24120;&#35265;&#23398;&#29983;&#38382;&#39064;&#12299;&#65292;&#36825;&#35753;&#23398;&#29983;&#26377;&#26426;&#20250;&#20102;&#35299;&#20316;&#32773;&#22914;&#20309;&#22238;&#31572;&#20854;&#20182;&#23398;&#29983;&#25552;&#20986;&#30340;&#38382;&#39064;&#65292;&#36825;&#20123;&#38382;&#39064;&#20135;&#29983;&#20110;&#20182;&#20204;&#22312;&#35838;&#22530;&#19978;&#38405;&#35835;&#12298;&#23398;&#20250;&#25552;&#38382;&#12299;&#30340;&#26102;&#20505;&#12290;<br><li>Student opportunity to apply the entire set of critical thinking questions as a coherent whole to a lengthy essay arguing a position on a contemporary social issue and to compare their responses to &ldquo;correct&rdquo; critical thinking analyses of the essay.</li>&#23398;&#29983;&#26377;&#26426;&#20250;&#23558;&#36825;&#19968;&#25972;&#22871;&#25209;&#21028;&#24615;&#24605;&#32500;&#38382;&#39064;&#20316;&#20026;&#19968;&#20010;&#25972;&#20307;&#65292;&#24212;&#29992;&#21040;&#19968;&#31687;&#23601;&#24403;&#20195;&#31038;&#20250;&#38382;&#39064;&#25552;&#20986;&#35266;&#28857;&#30340;&#20887;&#38271;&#35770;&#25991;&#65292;&#24182;&#23558;&#20854;&#31572;&#26696;&#19982;&#36825;&#31687;&#35770;&#25991;&ldquo;&#27491;&#30830;&#30340;&rdquo;&#25209;&#21028;&#24615;&#24605;&#32500;&#20998;&#26512;&#20570;&#20986;&#27604;&#36739;&#12290;<li>A section presenting sample lengthy &ldquo;good arguments&rdquo; that pass the test of critical thinking scrutiny.<br>&#19968;&#23567;&#33410;&#65292;&#25552;&#20379;&#19968;&#27573;&#36739;&#38271;&#30340;&ldquo;&#22909;&#35770;&#25454;&rdquo;&#33539;&#20363;&#65292;&#33021;&#36890;&#36807;&#25209;&#21028;&#24615;&#24605;&#32500;&#23457;&#26597;&#26631;&#20934;&#30340;&#27979;&#35797;&#12290;</li></ul> Visit this site when you want to gain a richer perspective and a deeper understanding of the concepts and issues discussed in Asking the Right Questions.&nbsp;<br>&#24403;&#20320;&#24819;&#23545;&#12298;&#23398;&#20250;&#25552;&#38382;&#12299;&#20070;&#20013;&#25152;&#35752;&#35770;&#30340;&#27010;&#24565;&#21644;&#38382;&#39064;&#65292;&#33719;&#24471;&#26356;&#20016;&#23500;&#30340;&#35266;&#28857;&#21644;&#26356;&#28145;&#20837;&#30340;&#29702;&#35299;&#65292;&#35831;&#35775;&#38382;&#27492;&#32593;&#31449;&#12290;<div><br><div>Table of Contents</div>&#30446;&#24405;</div><br><div>Chapter 1: The Benefit of Asking the Right Questions</div>&#31532;&#19968;&#31456;&#65306;&#25552;&#20986;&#27491;&#30830;&#38382;&#39064;&#30340;&#30410;&#22788;<br><div>Chapter 2: What Are the Issue and the Conclusion?</div><div>&#31532;&#20108;&#31456;&#65306;&#20160;&#20040;&#26159;&#35770;&#39064;&#20160;&#20040;&#26159;&#32467;&#35770;&#65311;</div><div>Chapter 3: What Are the Reasons?</div>&#31532;&#19977;&#31456;&#65306;&#29702;&#30001;&#26159;&#20160;&#20040;&#65311;<br><div>Chapter 4: Which Words or Phrases Are Ambiguous?</div>&#31532;&#22235;&#31456;&#65306;&#21738;&#20123;&#35789;&#21477;&#26377;&#27495;&#20041;&#65311;<br><div>Chapter 5: What Are the Value Conflicts and Assumptions?</div>&#31532;&#20116;&#31456;&#65306;&#20160;&#20040;&#26159;&#20215;&#20540;&#35266;&#20914;&#31361;&#65292;&#20160;&#20040;&#26159;&#20215;&#20540;&#35266;&#20551;&#35774;&#65311;<br><div>Chapter 6: What Are the Descriptive Assumptions?</div>&#31532;&#20845;&#31456;&#65306;&#20160;&#20040;&#26159;&#25551;&#36848;&#24615;&#20551;&#35774;&#65311;<br><div>Chapter 7: Are There Any Fallacies in the Reasoning?</div>&#31532;&#19971;&#31456;&#65306;&#25512;&#29702;&#20013;&#23384;&#22312;&#35884;&#35823;&#21527;&#65311;<br><div>Chapter 8: How Good Is the Evidence: Intuition, Appeals to Authority, and Testimonials?</div>&#31532;&#20843;&#31456;&#65306;&#36825;&#20123;&#35777;&#25454;&#30340;&#21487;&#20449;&#24230;&#26377;&#22810;&#22823;&#65306;&#30452;&#35273;&#12289;&#19987;&#23478;&#30340;&#24847;&#35265;&#12289;&#35777;&#26126;&#20070;&#65311;<br><div>Chapter 9: How Good Is the Evidence: Personal Observation, Case Studies, Research Studies, and Analogies?</div>&#31532;&#20061;&#31456;&#65306;&#36825;&#20123;&#35777;&#25454;&#30340;&#21487;&#20449;&#24230;&#26377;&#22810;&#22823;&#65306;&#20010;&#20154;&#35266;&#23519;&#12289;&#26696;&#20363;&#30740;&#31350;&#12289;&#31185;&#23398;&#30740;&#31350;&#12289;&#31867;&#27604;&#65311;<br><div>Chapter 10: Are There Rival Causes?</div>&#31532;&#21313;&#31456;&#65306;&#20320;&#21457;&#29616;&#24178;&#25200;&#24615;&#21407;&#22240;&#20102;&#21527;&#65311;<br><div>Chapter 11: Are the Statistics Deceptive?</div>&#31532;&#21313;&#19968;&#31456;&#65306;&#32479;&#35745;&#25968;&#25454;&#26159;&#21542;&#20855;&#26377;&#27450;&#32534;&#24615;&#65311;<br><div>Chapter 12: What Significant Information is Omitted?</div>&#31532;&#21313;&#20108;&#31456;&#65306;&#21738;&#20123;&#37325;&#35201;&#20449;&#24687;&#34987;&#36951;&#28431;&#20102;&#65311;<br><div>Chapter 13: What Reasonable Conclusions Are Possible?</div>&#31532;&#21313;&#19977;&#31456;&#65306;&#20160;&#20040;&#32467;&#35770;&#21487;&#33021;&#26159;&#21512;&#29702;&#30340;&#65311;<br><div>Chapter 14: Practice and Review&nbsp;</div>&#31532;&#21313;&#22235;&#31456;&#65306;&#32451;&#20064;&#21644;&#22797;&#20064;<br><br><div><a href="http://wps.prenhall.com/hss_browne_askingquest_8/">http://wps.prenhall.com/hss_browne_askingquest_8/</a><br></div><br>Orcahttp://www.blogger.com/profile/03415884987803612593noreply@blogger.com0tag:blogger.com,1999:blog-9033329630711909277.post-49146774888925569122010-10-31T22:50:00.001+08:002010-12-05T15:39:32.129+08:00翻译《动态交流：讨论版、网志，以及在线学习环境式的探究社区的开发》<h1>Communication dynamics: Discussion boards, weblogs and the development of communities of inquiry in online learning environments</h1><h1>&#21160;&#24577;&#20132;&#27969;&#65306;&#35752;&#35770;&#29256;&#12289;&#32593;&#24535;&#65292;&#20197;&#21450;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#24335;&#30340;&#25506;&#31350;&#31038;&#21306;&#30340;&#24320;&#21457;</h1> In <a class="vt-p" href="http://incsub.org/blog/category/general" rel="category tag" title="View all posts in General">General</a> on <b>5/10/2004</b> at <b>6:26 am</b><blockquote><p>Online learning environments (OLEs) are now critical to teaching and learning across Australian higher education. Their influence impacts on the availability of content, the design of courses and, perhaps most pedagogically significantly, the nature of communication. The discussion board is the ubiquitous communication tool within these OLEs and hence significantly shapes the kind of communication that takes place. In light of this, the degree to which a successful community of inquiry can be facilitated through the use of discussion boards is examined and compared to the possibilities afforded by weblogs in the same role. Weblogs, it is argued, offer new opportunities in the development of social, cognitive and teacher presence online and should be considered in the development of or alongside established OLEs.</p><p>&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#65288;OLE&#65289;&#29616;&#22312;&#26159;&#20840;&#28595;&#22823;&#21033;&#20122;&#39640;&#31561;&#25945;&#32946;&#25945;&#32946;&#23398;&#20064;&#26368;&#35201;&#32039;&#30340;&#20107;&#24773;&#12290;&#23545;&#20869;&#23481;&#21487;&#29992;&#24615;&#12289;&#35838;&#31243;&#35774;&#35745;&#65292;<font style="background-color:#ff0000">&#20063;&#35768;&#26368;&#20855;&#25945;&#32946;&#23398;&#24847;&#20041;&#30340;</font>&#65292;&#20132;&#27969;&#30340;&#26412;&#36136;&#65292;&#20135;&#29983;&#20102;&#24040;&#22823;&#30340;&#20914;&#20987;&#12290;&#35752;&#35770;&#29256;&#26159;&#36825;&#20123;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#26080;&#22788;&#19981;&#22312;&#30340;&#20132;&#27969;&#24037;&#20855;&#65292;&#24182;&#30001;&#27492;&#26174;&#33879;&#38480;&#23450;&#20102;&#25152;&#21457;&#29983;&#30340;&#20132;&#27969;&#31867;&#22411;&#12290;&#26377;&#37492;&#20110;&#27492;&#65292;&#25506;&#31350;&#31038;&#21306;&#21487;&#20197;&#36798;&#21040;&#30340;&#25104;&#21151;&#31243;&#24230;&#65292;&#21487;&#20197;&#36890;&#36807;&#35752;&#35770;&#29256;&#30340;&#20351;&#29992;&#24471;&#20197;&#20419;&#36827;&#65292;&#32780;&#35752;&#35770;&#29256;&#30340;&#20351;&#29992;&#21448;&#21487;&#20197;&#29992;&#26469;&#30740;&#31350;&#27604;&#36739;&#32593;&#24535;&#22312;&#30456;&#21516;&#20219;&#21153;&#20013;&#25152;&#25215;&#25285;&#30340;&#31181;&#31181;&#21487;&#33021;&#24615;&#12290;&#26377;&#20154;&#35748;&#20026;&#65292;&#22312;&#21457;&#23637;&#31038;&#20250;&#12289;&#35748;&#30693;&#12289;&#25945;&#24072;&#30340;&#22312;&#32447;&#19994;&#21153;&#33021;&#21147;&#26041;&#38754;&#65292;&#32593;&#24535;&#25552;&#20379;&#20102;&#26032;&#30340;&#26426;&#20250;&#65292;&#24212;&#35813;&#32771;&#34385;&#24320;&#21457;&#32593;&#24535;&#65292;&#25110;&#32773;&#27839;&#30528;&#26082;&#23450;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#26041;&#26696;&#36827;&#34892;&#12290;</p></blockquote><p><b><br> Introduction and background: Towards social constructivism and community in online teaching and learning</b></p><p><b>&#20171;&#32461;&#19982;&#32972;&#26223;&#65306;&#36208;&#21521;&#31038;&#20250;&#24314;&#26500;&#20027;&#20041;&#21644;&#22312;&#32447;&#25945;&#32946;&#23398;&#20064;&#31038;&#21306;</b></p><p><br></p><p>I believe that all education proceeds by the participation of the individual in the social consciousness of the race&hellip; I believe that the only true education comes through the stimulation of the child&rsquo;s powers by the demands of the social situations in which he finds himself. (Dewey 1897, p. 77)</p><p>&#25105;&#30456;&#20449;&#65292;&#25152;&#26377;&#25945;&#32946;&#25910;&#30410;&#37117;&#30001;&#20855;&#26377;&#31454;&#36187;&#30340;&#31038;&#20250;&#24847;&#35782;&#30340;&#20010;&#20154;&#21442;&#19982;&#33719;&#24471;&hellip;&hellip;&#25105;&#30456;&#20449;&#65292;&#21807;&#19968;&#30495;&#27491;&#30340;&#25945;&#32946;&#65292;&#26469;&#33258;&#36890;&#36807;&#31038;&#20250;&#29615;&#22659;&#30340;&#38656;&#27714;&#23545;&#20799;&#31461;&#33021;&#21147;&#30340;&#21050;&#28608;&#65292;&#20182;&#20204;&#21482;&#26377;&#22312;&#31038;&#20250;&#29615;&#22659;&#20013;&#25165;&#33021;&#21457;&#29616;&#33258;&#25105;&#12290;&#65288;&#26460;&#23041;&#65292;1987&#65292;&#31532;77&#39029;&#65289;</p><p><br></p><p>&hellip;only through communication can human life hold meaning. The teacher&rsquo;s thinking is authenticated only by the authenticity of the students&rsquo; thinking. The teacher cannot think for her students, nor can she impose her thought on them. Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. (Freire 1970)</p><p>&hellip;&hellip;&#21482;&#26377;&#36890;&#36807;&#20132;&#27969;&#65292;&#20154;&#31867;&#29983;&#21629;&#25165;&#26377;&#24847;&#20041;&#12290;&#21482;&#26377;&#36890;&#36807;&#23398;&#29983;&#24605;&#32500;&#30340;&#30495;&#23454;&#24615;&#21435;&#39564;&#35777;&#25945;&#24072;&#30340;&#24605;&#32500;&#12290;&#25945;&#24072;&#19981;&#33021;&#20195;&#26367;&#23398;&#29983;&#24605;&#32771;&#65292;&#20063;&#19981;&#33021;&#25226;&#33258;&#24049;&#30340;&#24819;&#27861;&#24378;&#21152;&#20110;&#23398;&#29983;&#12290;&#30495;&#27491;&#30340;&#24605;&#32771;&#65292;&#35748;&#20026;&#26159;&#23545;&#29616;&#23454;&#30340;&#20851;&#27880;&#65292;&#19981;&#26159;&#21457;&#29983;&#22312;&#19982;&#19990;&#38548;&#32477;&#30340;&#35937;&#29273;&#22612;&#20013;&#65292;&#32780;&#21482;&#33021;&#21457;&#29983;&#22312;&#20132;&#27969;&#20013;&#12290;&#65288;&#24343;&#38647;&#21202;&#65292;1970&#65289;</p><p><br></p><p>Both Dewey and Freire recognised and frequently highlighted in their work the critical importance of the social experience in education and the crippling effects of transmissive pedagogies and the systems that support them. Dewy (1938) argued that education that offers a pre-organised body of knowledge for transmission bred docility, receptivity, and obedience while Freire (1970) called for an end to the &ldquo;banking&rdquo; model of education which he saw as a process resulting in people being &ldquo;filed away through the lack of creativity, transformation, and knowledge&rdquo;. While their perspectives and contexts varied significantly, Dewey looking for enlightenment in Victorian England and Freire striving for freedom from the &ldquo;ideology of oppression&rdquo; in 1970s Brazil, these objections and their proposed solutions of social participation, through communication, have influenced generations of theorists and practitioners.</p><p>&#26460;&#23041;&#21644;&#24343;&#38647;&#21202;&#37117;&#35748;&#21487;&#24182;&#32463;&#24120;&#22312;&#20182;&#20204;&#24037;&#20316;&#20013;&#24378;&#35843;&#31038;&#20250;&#32463;&#39564;&#22312;&#25945;&#32946;&#20013;&#30340;&#26497;&#31471;&#37325;&#35201;&#24615;&#65292;&#20197;&#21450;&#20256;&#36882;&#24335;&#25945;&#23398;&#27861;&#21450;&#20854;&#25903;&#25345;&#20307;&#31995;&#26497;&#20854;&#26377;&#23475;&#30340;&#24433;&#21709;&#12290;&#26460;&#23041;&#65288;1938&#65289;&#35748;&#20026;&#65292;&#25552;&#20379;&#20102;&#32452;&#32455;&#22909;&#20102;&#30340;&#30693;&#35782;&#30340;&#25945;&#32946;&#65292;&#20256;&#25773;&#30340;&#26159;&#39034;&#20174;&#12289;&#25509;&#21463;&#12289;&#26381;&#20174;&#24335;&#25945;&#32946;&#65292;&#32780;&#24343;&#38647;&#21202;&#65288;1970&#65289;&#25552;&#20513;&#32467;&#26463;&#38134;&#34892;&#24335;&#30340;&#25945;&#32946;&#27169;&#24335;&#65292;&#36825;&#31181;&#25945;&#32946;&#34987;&#20182;&#30475;&#20316;&#23548;&#33268;&#20154;&#20204;&#22240;&ldquo;&#32570;&#20047;&#21019;&#36896;&#21147;&#12289;&#36716;&#21464;&#21644;&#30693;&#35782;&#32780;&#34987;&#38153;&#24179;&rdquo;&#30340;&#36807;&#31243;&#12290;&#34429;&#28982;&#20182;&#20204;&#30340;&#35266;&#28857;&#21644;&#32972;&#26223;&#30456;&#24046;&#29978;&#22823;&#65292;&#26460;&#23041;&#22312;&#32500;&#22810;&#21033;&#20122;&#26102;&#20195;&#30340;&#33521;&#26684;&#20848;&#36861;&#27714;&#21551;&#33945;&#65292;&#24343;&#38647;&#21202;&#22312;&#19968;&#20061;&#19971;&#38646;&#24180;&#20195;&#24052;&#35199;&#36861;&#27714;&ldquo;&#21387;&#25233;&#30340;&#24847;&#35782;&#24418;&#24577;&rdquo;&#19979;&#30340;&#33258;&#30001;&#65292;&#36825;&#20123;&#21453;&#23545;&#36816;&#21160;&#21450;&#20854;&#25552;&#20986;&#30340;&#31038;&#20250;&#21442;&#19982;&#26041;&#26696;&#65292;&#36890;&#36807;&#20132;&#27969;&#65292;&#24433;&#21709;&#20102;&#20960;&#20195;&#20154;&#30340;&#29702;&#35770;&#23478;&#21644;&#23454;&#36341;&#32773;&#12290;</p><p><br></p><p>Primary among these theorist have been those who ascribe to a social constructivist perspective, defined by Prawat and Floden as &ldquo;distinctive in their insistence that knowledge creation is a shared rather than an individual experience,&rdquo; where &ldquo;knowledge evolves through a process of negotiation within discourse communities&rdquo; (1994 p 48). Particular to these, Stacey (1999) observed a number of researchers and writers concerned with teaching and learning online who have &ldquo;described the potential of the medium as an interactive environment that would enable collaborative group learning and would change the nature of distance education from an autonomous, isolated experience to a potentially social constructivist environment&rdquo;. In addition to this, Brook and Oliver (2003) identified several authors who have pointed to the importance of the social phenomenon of community on online learning.</p><p>&#36825;&#20123;&#29702;&#35770;&#23478;&#24403;&#20013;&#22823;&#37096;&#20998;&#34987;&#35748;&#20026;&#20855;&#26377;&#31038;&#20250;&#24314;&#26500;&#20027;&#20041;&#35266;&#28857;&#65292;&#36825;&#31181;&#35266;&#28857;&#34987;&#26222;&#25289;&#29926;&#29305;&#21644;&#24343;&#27931;&#30331;&#23450;&#20041;&#20026;&ldquo;&#29420;&#29305;&#20043;&#22788;&#22312;&#20110;&#20182;&#20204;&#22362;&#25345;&#30693;&#35782;&#30340;&#21019;&#24314;&#22312;&#20110;&#20998;&#20139;&#32780;&#38750;&#20010;&#20307;&#32463;&#39564;&rdquo;&#65292;&#22312;&#36825;&#37324;&ldquo;&#30693;&#35782;&#36890;&#36807;&#35848;&#35805;&#22242;&#20307;&#20013;&#30340;&#20132;&#35848;&#36807;&#31243;&#24471;&#20197;&#28436;&#21270;&rdquo;&#65288;1994&#65292;&#31532;48&#39029;&#65289;&#12290;&#38024;&#23545;&#36825;&#20010;&#65292;&#26031;&#27888;&#24076;&#65288;1999&#65289;&#35266;&#23519;&#21040;&#19968;&#20123;&#30740;&#31350;&#32773;&#21644;&#20316;&#23478;&#20851;&#24515;&#22312;&#32447;&#25945;&#32946;&#23398;&#20064;&#65292;&#20182;&#20204;&ldquo;&#23558;&#23186;&#20307;&#30340;&#28508;&#21147;&#25551;&#36848;&#20026;&#20132;&#20114;&#24335;&#29615;&#22659;&#65292;&#35813;&#29615;&#22659;&#21487;&#20197;&#35753;&#21327;&#20316;&#23567;&#32452;&#23398;&#20064;&#24182;&#21487;&#33021;&#25913;&#21464;&#36828;&#36317;&#31163;&#25945;&#32946;&#30340;&#26412;&#36136;&#65292;&#20174;&#33258;&#20027;&#30340;&#12289;&#23396;&#31435;&#30340;&#32463;&#39564;&#36716;&#21464;&#25104;&#28508;&#22312;&#30340;&#31038;&#20250;&#24314;&#26500;&#20027;&#20041;&#29615;&#22659;&rdquo;&#12290;&#38500;&#27492;&#20043;&#22806;&#65292;&#24067;&#40065;&#20811;&#21644;&#22885;&#21033;&#20315;&#65288;2003&#65289;&#32943;&#23450;&#20102;&#20960;&#20301;&#20316;&#23478;&#30340;&#35266;&#28857;&#65292;&#36825;&#20960;&#20301;&#20316;&#23478;&#25351;&#20986;&#20102;&#22312;&#32447;&#23398;&#20064;&#31038;&#21306;&#36825;&#31181;&#31038;&#20250;&#29616;&#35937;&#30340;&#37325;&#35201;&#24615;&#12290;</p><p><br></p><p>Developing on social constructivist perspectives, in specific reference to the online environment, Garrison and Anderson in their 2003 publication E-Learning in the 21st Century: A Framework for Research and Practice put forward that &ldquo;a community of learners is an essential, core element of an educational experience when higher order learning is the desired learning outcome&rdquo; (p 22) and that &ldquo;the idealized view of higher education, as a critical community of learners, is no longer just an ideal, but has become a practical necessity in the realization of relevant, meaningful and continuous learning&rdquo; (p 23). To achieve this, however, a prerequisite is effective communication as it is this which is &ldquo;at the heart of all forms of educational interaction&rdquo; (p. 23) and it is the degree to which effective online communication can be facilitated in order to develop a successful community of enquiry that this paper examines.</p><p>&#31038;&#20250;&#24314;&#26500;&#20027;&#20041;&#30340;&#21457;&#23637;&#21069;&#26223;&#20013;&#65292;&#29305;&#21035;&#25552;&#21040;&#20102;&#22312;&#32447;&#29615;&#22659;&#65292;&#21152;&#37324;&#26862;&#21644;&#23433;&#24503;&#26862;&#22312;&#20854;&#20108;&#12295;&#12295;&#19977;&#24180;&#20986;&#29256;&#30340;&#12298;&#20108;&#21313;&#19968;&#19990;&#32426;&#30005;&#23376;&#23398;&#20064;&#65306;&#19968;&#22871;&#29992;&#20110;&#30740;&#31350;&#21644;&#23454;&#36341;&#30340;&#26694;&#26550;&#12299;&#20013;&#25552;&#20986;&#20102;&ldquo;&#24403;&#28212;&#26395;&#33719;&#24471;&#39640;&#23618;&#27425;&#23398;&#20064;&#26102;&#65292;&#25945;&#32946;&#20307;&#39564;&#30340;&#26680;&#24515;&#20803;&#32032;&#65292;&#23398;&#20064;&#32773;&#31038;&#21306;&#26159;&#24517;&#19981;&#21487;&#23569;&#30340;&rdquo;&#65288;&#31532;&#20108;&#21313;&#20108;&#39029;&#65289;&#20197;&#21450;&ldquo;&#23436;&#32654;&#30340;&#39640;&#31561;&#25945;&#32946;&#65292;&#24212;&#24403;&#26159;&#23398;&#20064;&#32773;&#30340;&#37325;&#35201;&#31038;&#21306;&#65292;&#19981;&#20165;&#20165;&#26159;&#24819;&#35937;&#20013;&#30340;&#65292;&#20063;&#23558;&#21464;&#25104;&#29616;&#23454;&#20013;&#23454;&#36136;&#24615;&#30340;&#12289;&#26377;&#24847;&#20041;&#30340;&#12289;&#25345;&#32493;&#19981;&#26029;&#30340;&#23398;&#20064;&#30340;&#23454;&#38469;&#38656;&#35201;&rdquo;&#65288;&#31532;&#20108;&#21313;&#19977;&#39029;&#65289;&#12290;&#28982;&#32780;&#65292;&#20026;&#20102;&#23454;&#29616;&#36825;&#19968;&#30446;&#26631;&#65292;&#21069;&#25552;&#26159;&#35201;&#26377;&#25928;&#27807;&#36890;&#65292;&#22240;&#20026;&#36825;&ldquo;&#22788;&#22312;&#25152;&#26377;&#25945;&#32946;&#20132;&#20114;&#24418;&#24335;&#30340;&#26680;&#24515;&rdquo;&#65288;&#31532;&#20108;&#21313;&#19977;&#39029;&#65289;&#65292;&#21516;&#26102;&#23427;&#20063;&#26159;&#20026;&#20102;&#24320;&#21457;&#25104;&#21151;&#30340;<font style="background-color:#ff0000">&#29616;&#23454;</font>&#25506;&#31350;&#31038;&#21306;&#32780;&#20419;&#36827;&#26377;&#25928;&#22312;&#32447;&#27807;&#36890;&#30340;&#31243;&#24230;&#26631;&#35782;&#12290;</p><p><br></p><p>This is not to say, however, that effective communication is the sole contributor to successful teaching and learning. The social, economic and cultural context, expectations and the attitude of teachers and learners to the process play enormous roles in defining the success or otherwise of any learning experience whether it is online or face to face. Nevertheless, while a learning experience may succeed in spite of the challenges presented by one of these factors, it is almost inconceivable that it would do so without successful communication</p><p>&#28982;&#32780;&#65292;&#36825;&#24182;&#19981;&#26159;&#35828;&#65292;&#21482;&#26377;&#26377;&#25928;&#27807;&#36890;&#20026;&#25104;&#21151;&#25945;&#32946;&#23398;&#20064;&#20570;&#20986;&#36129;&#29486;&#12290;&#31038;&#20250;&#12289;&#32463;&#27982;&#12289;&#25991;&#21270;&#32972;&#26223;&#65292;&#25945;&#24072;&#21644;&#23398;&#20064;&#32773;&#23545;&#24453;&#36807;&#31243;&#30340;&#26399;&#26395;&#21644;&#24577;&#24230;&#65292;&#22312;&#23454;&#29616;&#25104;&#21151;&#30340;&#36807;&#31243;&#20013;&#21644;&#20854;&#20182;&#20219;&#20309;&#23398;&#20064;&#20307;&#39564;&#20013;&mdash;&mdash;&#26080;&#35770;&#26159;&#22312;&#32447;&#36824;&#26159;&#38754;&#23545;&#38754;&#65292;&#37117;&#21457;&#25381;&#20102;&#24040;&#22823;&#20316;&#29992;&#12290;&#28982;&#32780;&#65292;&#34429;&#28982;&#23398;&#20064;&#20307;&#39564;&#20063;&#35768;&#20250;&#22240;&#20026;&#25112;&#32988;&#36825;&#20123;&#22240;&#32032;&#24403;&#20013;&#26576;&#19968;&#20010;&#24102;&#26469;&#30340;&#22256;&#38590;&#32780;&#23454;&#29616;&#30446;&#26631;&#65292;&#20294;&#22914;&#26524;&#27809;&#26377;&#39640;&#25928;&#30340;&#27807;&#36890;&#65292;&#21017;&#20960;&#20046;&#26159;&#19981;&#21487;&#24819;&#35937;&#30340;&#12290;</p><p><br></p><p><b>Facilitating effective communication online contingent on different online learning environments</b></p><p><b>&#23454;&#29616;&#26377;&#25928;&#22312;&#32447;&#27807;&#36890;&#21462;&#20915;&#20110;&#19981;&#21516;&#30340;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;</b></p><p><br></p><p>A considerable amount has been written about strategies and approaches for practitioners designing and teaching online courses (Hilts 1998; Palloff &amp; Pratt 1999; Collison et al. 2000; Salmon 2000, 2002; Moore &amp; Brooks 2000). These have provided valuable guidance and insight into how online learning technologies such as discussion boards, synchronous chat environments, email and other online applications such as instant messaging can be used. It is wholly appropriate that these publications should address these issues as the nature of asynchronous and synchronous mostly text-based communication, especially if blended with traditional modes (such as tutorials or lectures), has challenged educators to reconsider their teaching approaches within these new contexts. For example, while a seminar previously would last for two or three hours on campus and not exist at all for distance learners, many are now &ldquo;always on&rdquo; and educators expected to facilitate discussion. However, the focus of much of this literature has been on the instructional design and facilitation strategies for teachers engaged in the development and provision of courses within these technologies and little has approached the pedagogical impacts of the systems and tools within which this design and facilitation must take place.</p><p>&#26377;&#30456;&#24403;&#25968;&#37327;&#20379;&#20174;&#19994;&#32773;&#35774;&#35745;&#12289;&#25945;&#25480;&#22312;&#32447;&#35838;&#31243;&#30340;&#20070;&#31821;&#22343;&#25552;&#21450;&#31574;&#30053;&#21450;&#26041;&#27861;&#65288;Hilts 1998; Palloff &amp; Pratt 1999; Collison et al. 2000; Salmon 2000, 2002; Moore &amp; Brooks 2000&#65289;&#12290;&#36825;&#20123;&#37117;&#20026;&#27934;&#23519;&#22914;&#20309;&#20351;&#29992;&#22312;&#32447;&#23398;&#20064;&#25216;&#26415;&#22914;&#35752;&#35770;&#29256;&#12289;&#21516;&#27493;&#32842;&#22825;&#29615;&#22659;&#12289;&#30005;&#23376;&#37038;&#20214;&#21644;&#20854;&#20182;&#22312;&#32447;&#24212;&#29992;&#22914;&#21363;&#26102;&#28040;&#24687;&#65292;&#25552;&#20379;&#20102;&#23453;&#36149;&#30340;&#25351;&#23548;&#12290;&#24456;&#22909;&#30340;&#26159;&#65292;&#36825;&#20123;&#20986;&#29256;&#29289;&#35797;&#22270;&#22788;&#29702;&#35832;&#22914;&#22522;&#26412;&#19978;&#22522;&#20110;&#25991;&#23383;&#30340;&#21516;&#27493;&#24322;&#27493;&#20132;&#27969;&#30340;&#26412;&#36136;&#36825;&#31867;&#38382;&#39064;&#65292;&#29305;&#21035;&#26159;&#22312;&#28151;&#21512;&#20102;&#20256;&#32479;&#27169;&#24335;&#30340;&#24773;&#20917;&#19979;&#65288;&#22914;&#36741;&#23548;&#25110;&#35762;&#24231;&#65289;&#65292;&#37117;&#35201;&#27714;&#25945;&#32946;&#32773;&#37325;&#26032;&#32771;&#34385;&#20182;&#20204;&#22312;&#36825;&#20123;&#26032;&#29615;&#22659;&#19979;&#30340;&#25945;&#23398;&#26041;&#27861;&#12290;&#27604;&#22914;&#65292;&#20197;&#21069;&#30340;&#35752;&#35770;&#20250;&#33267;&#23569;&#25345;&#32493;&#20004;&#19977;&#20010;&#23567;&#26102;&#65292;&#24517;&#39035;&#22312;&#26657;&#22253;&#20869;&#20030;&#34892;&#65292;&#36828;&#31243;&#23398;&#20064;&#32773;&#26159;&#19981;&#21487;&#33021;&#26377;&#20221;&#30340;&#65292;&#32780;&#29616;&#22312;&#24456;&#22810;&#20154;&#27704;&#36828;&#22312;&#32447;&#65292;&#25945;&#32946;&#32773;&#21017;&#20419;&#36827;&#35752;&#35770;&#12290;&#28982;&#32780;&#65292;&#36825;&#20123;&#33879;&#20316;&#30340;&#37325;&#28857;&#22823;&#37096;&#20998;&#25918;&#22312;&#25945;&#23398;&#35774;&#35745;&#21644;&#20026;&#25945;&#24072;&#21033;&#29992;&#36825;&#20123;&#25216;&#26415;&#24320;&#21457;&#35838;&#31243;&#12289;&#20934;&#22791;&#35838;&#31243;&#25552;&#20379;&#20415;&#21033;&#31574;&#30053;&#19978;&#65292;&#24456;&#23569;&#35302;&#21450;&#22312;&#36825;&#31181;&#35774;&#35745;&#21644;&#20415;&#21033;&#21270;&#32972;&#21518;&#24517;&#28982;&#21457;&#29983;&#30340;&#20307;&#21046;&#21644;&#24037;&#20855;&#30340;&#25945;&#23398;&#24433;&#21709;&#12290;</p><p><br></p><p>This is particularly important as tools and systems reflect and shape communication. Derek Powazek in Design for Community (2002) describes how different tools promote different forms of interaction on the Web and in particular how these tools are situated (for example, behind administratively controlled authentication systems or controlled through karma points) impacts dramatically on the kind of interactions that take place within them. Also, as noted by Crystal (2001) the style and kind of interaction found in email, instant messaging, SMS and traditional mail vary dramatically and this has much to do with the nature of the technology. Consequently, it is reasonable to assume that as with certain physical spaces and consequent social dynamics (for example, talking alone in a small office with someone or presenting to a large group in a lecture theatre), the spaces and arrangements of technology will, dependent on context and use, impact on the kind of communication that takes place.</p><p>&#23588;&#20854;&#37325;&#35201;&#30340;&#26159;&#65292;&#24037;&#20855;&#21644;&#20307;&#21046;&#21453;&#24212;&#24182;&#22609;&#36896;&#27807;&#36890;&#12290;&#40077;&#21326;&#27901;&#22312;&#12298;&#31038;&#21306;&#35774;&#35745;&#12299;&#65288;2002&#65289;&#20013;&#20171;&#32461;&#20102;&#19981;&#21516;&#30340;&#24037;&#20855;&#26159;&#22914;&#20309;&#22312;&#32593;&#39029;&#19978;&#20419;&#36827;&#20102;&#19981;&#21516;&#24418;&#24335;&#30340;&#20114;&#21160;&#65292;&#29305;&#21035;&#26159;&#36825;&#20123;&#24037;&#20855;&#22312;&#37027;&#20123;&#21033;&#29992;&#23427;&#20204;&#32780;&#21457;&#29983;&#30340;&#20114;&#21160;&#24403;&#20013;&#26159;&#22914;&#20309;&#26045;&#21152;&#37325;&#22823;&#24433;&#21709;&#30340;&#65288;&#27604;&#22914;&#65292;&#22788;&#22312;&#34892;&#25919;&#31649;&#29702;&#35748;&#35777;&#31995;&#32479;&#21518;&#38754;&#65292;&#25110;&#32773;&#36890;&#36807;&#28216;&#25103;&#20013;&#30340;&#19994;&#21147;&#28857;&#25968;&#36827;&#34892;&#31649;&#29702;&#65289;&#12290;&#27492;&#22806;&#65292;&#22914;&#20811;&#37324;&#26031;&#25176;&#65288;2001&#65289;&#25152;&#25351;&#20986;&#30340;&#65292;&#22312;&#30005;&#23376;&#37038;&#20214;&#12289;&#21363;&#26102;&#28040;&#24687;&#12289;&#30701;&#20449;&#21644;&#20256;&#32479;&#37038;&#20214;&#37324;&#38754;&#25214;&#21040;&#30340;&#20114;&#21160;&#65292;&#20854;&#31867;&#22411;&#19982;&#39118;&#26684;&#30456;&#24046;&#29978;&#36828;&#65292;&#32780;&#36825;&#19982;&#36825;&#31181;&#25216;&#26415;&#30340;&#26412;&#36136;&#24456;&#26377;&#20851;&#31995;&#12290;&#22240;&#27492;&#65292;&#24456;&#21512;&#29702;&#30340;&#20551;&#35774;&#65292;&#23601;&#19968;&#23450;&#30340;&#29289;&#29702;&#31354;&#38388;&#21644;&#38543;&#20043;&#32780;&#26469;&#30340;&#31038;&#20250;&#21160;&#24577;&#32780;&#35328;&#65288;&#27604;&#22914;&#65292;&#22312;&#26657;&#21150;&#20844;&#23460;&#19982;&#26576;&#20154;&#21333;&#29420;&#20250;&#35848;&#65292;&#25110;&#32773;&#22312;&#28436;&#35762;&#21381;&#32473;&#19968;&#22823;&#32676;&#20154;&#20570;&#25253;&#21578;&#65289;&#65292;&#31354;&#38388;&#21644;&#25216;&#26415;&#30340;&#23433;&#25490;&#65292;&#23558;&#20250;&#21462;&#20915;&#20110;&#29615;&#22659;&#21644;&#29992;&#36884;&#65292;&#23545;&#25152;&#21457;&#29983;&#30340;&#27807;&#36890;&#31867;&#22411;&#20250;&#26377;&#24433;&#21709;&#12290;</p><p><br></p><p>However, as previously stated, the focus has tended to be on what can be achieved through particular technologies rather than what it is that these technologies themselves can facilitate. One possible reason for this is the burden that the past has laid on our current approaches to technology and to illustrate this Liber (2004) cites Antonio Dias de Figuereido in his presidential address to the European Commission&rsquo;s PROMETEUS initiative:</p><p>&#28982;&#32780;&#65292;&#22914;&#21069;&#25152;&#36848;&#65292;&#24448;&#24448;&#20851;&#27880;&#36890;&#36807;&#29305;&#23450;&#25216;&#26415;&#33021;&#23454;&#29616;&#20160;&#20040;&#65292;&#32780;&#19981;&#26159;&#36825;&#20123;&#25216;&#26415;&#26412;&#36523;<font style="background-color:#ff0000">&#33021;&#20419;&#36827;&#20160;&#20040;</font>&#12290;&#20854;&#20013;&#19968;&#20010;&#21487;&#33021;&#30340;&#29702;&#30001;&#26159;&#36807;&#21435;&#23545;&#25105;&#20204;&#24403;&#21069;&#20351;&#29992;&#25216;&#26415;&#30340;&#26041;&#27861;&#24102;&#26469;&#30340;&#36127;&#25285;&#12290;&#20026;&#20102;&#35299;&#37322;&#36825;&#20010;&#65292;&#36182;&#21338;&#65288;2004&#65289;&#24341;&#29992;&#36153;&#23433;&#19996;&#22312;&#20854;&#20026;&#27431;&#30431;&#26222;&#32599;&#31859;&#20462;&#26031;&#35745;&#21010;&#20570;&#30340;&#24180;&#24230;&#36718;&#20540;&#20027;&#24109;&#35762;&#28436;&#65306;</p><blockquote><p>Most current developments in the use of modern technologies in education and training are&hellip; little more than relatively na&iuml;ve transpositions to new environments of the much criticised educational paradigms of the past. Driven by an invisible force that calls us to the past, we seem to keep putting emphasis mainly on the delivery of information, that is, of content, almost completely disregarding interaction and activity &ndash; the context, the completely renewed social and cultural contexts that the new technologies are pleading to offer us. (de Figuereido 1998)</p><p>&#22823;&#22810;&#25968;&#29616;&#20195;&#25216;&#26415;&#24403;&#20170;&#22312;&#25945;&#32946;&#21644;&#22521;&#35757;&#20013;&#30340;&#20351;&#29992;&#21457;&#23637;&hellip;&hellip;&#21482;&#19981;&#36807;&#26159;&#36807;&#21435;&#20026;&#20154;&#35807;&#30149;&#30340;&#25945;&#32946;&#33539;&#24335;&#26497;&#20854;&#24188;&#31258;&#30340;&#36716;&#25442;&#21040;&#26032;&#29615;&#22659;&#19979;&#32780;&#24050;&#12290;&#22312;&#26080;&#24418;&#21147;&#37327;&#30340;&#39537;&#20351;&#19979;&#65292;&#21484;&#21796;&#25105;&#20204;&#22238;&#21040;&#36807;&#21435;&#65292;&#25105;&#20204;&#20284;&#20046;&#19968;&#30452;&#37325;&#28857;&#20851;&#27880;&#20449;&#24687;&#65292;&#20063;&#23601;&#26159;&#20869;&#23481;&#30340;&#20256;&#36882;&#65292;&#20960;&#20046;&#23436;&#20840;&#26080;&#35270;&#20114;&#21160;&#19982;&#27963;&#21160;&mdash;&mdash;&#29615;&#22659;&#65292;&#26032;&#25216;&#26415;<font style="background-color:#ff0000">&#20026;&#25105;&#20204;&#25552;&#20379;&#30340;</font>&#20840;&#26032;&#30340;&#31038;&#20250;&#21644;&#25991;&#21270;&#29615;&#22659;&#65288;de Figuereido 1998&#65289;&#12290;</p></blockquote><p>There are also, of course, other significant reasons, besides the development or otherwise of educational paradigms. These include a lack of experience with the technology, a possible lack of understanding of the communication dynamics of OLEs, the dominance of the discussion board model as the key tool in many OLEs, the limited availability of alternative OLEs in which experimentation can occur (Paulsen, 2002) and institutional pressures to adhere to and take up new corporate funded applications.</p><p>&#24403;&#28982;&#65292;&#38500;&#20102;&#21457;&#23637;&#21644;&#20854;&#20182;&#25945;&#32946;&#33539;&#24335;&#65292;&#36824;&#26377;&#20854;&#20182;&#37325;&#35201;&#21407;&#22240;&#12290;&#20854;&#20013;&#21253;&#25324;&#32570;&#20047;&#25216;&#26415;&#32463;&#39564;&#65292;&#21487;&#33021;&#19981;&#33021;&#29702;&#35299;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#30340;&#21160;&#24577;&#20132;&#27969;&#26041;&#24335;&#65292;&#35752;&#35770;&#29256;&#22312;&#35768;&#22810;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#25104;&#20316;&#20026;&#20851;&#38190;&#24037;&#20855;&#30340;&#20248;&#21183;&#25152;&#22312;&#65292;&#22312;&#23454;&#39564;&#20013;&#24456;&#38590;&#20986;&#29616;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#30340;&#21487;&#29992;&#26367;&#20195;&#29289;&#65288;Paulsen, 2002&#65289;&#65292;<font style="background-color:#ffff00">&#22312;&#21046;&#24230;&#21387;&#21147;&#19979;&#22362;&#25345;&#24182;&#37319;&#29992;&#26032;&#30340;&#20225;&#19994;&#36164;&#21161;&#30340;&#24212;&#29992;</font>&#12290;</p><p><br></p><p>Arguably, with the innovation and development of information and communications technologies over the last decade, educators have, in many cases, been left with fewer choices of teaching and learning environment than our predecessors had when desks were often welded into rows. Indeed, as online learning has now long been acknowledged to be widespread (Stephenson, 2001) and with one or more courseware management systems employed as OLEs in all of Australia&rsquo;s 34 Universities (Paulsen 2002) a degree of critical reflection on not only the pedagogy that we can use with these but also the pedagogy able to be effectively facilitated through the technology which has been employed would seem appropriate and necessary.</p><p>&#21487;&#20197;&#35828;&#65292;&#22312;&#36807;&#21435;&#21313;&#24180;&#37324;&#20449;&#24687;&#19982;&#36890;&#35759;&#25216;&#26415;&#30340;&#21457;&#23637;&#19982;&#38761;&#26032;&#65292;&#20351;&#24471;&#25945;&#32946;&#24037;&#20316;&#32773;&#65292;&#22312;&#35768;&#22810;&#24773;&#20917;&#19979;&#23545;&#25945;&#32946;&#23398;&#20064;&#29615;&#22659;&#21482;&#25317;&#26377;&#26356;&#23569;&#30340;&#36873;&#25321;&#65292;&#19981;&#20687;&#25105;&#20204;&#21069;&#36744;&#22312;&#26700;&#38752;&#26700;&#24180;&#20195;&#37027;&#26679;&#22810;&#12290;&#20107;&#23454;&#19978;&#65292;&#38543;&#30528;&#22312;&#32447;&#23398;&#20064;&#26089;&#24050;&#34987;&#20844;&#35748;&#20026;&#26222;&#36941;&#29616;&#35937;&#65288;Stephenson, 2001&#65289;&#65292;&#24182;&#19988;&#28595;&#22823;&#21033;&#20122;&#19977;&#21313;&#22235;&#25152;&#22823;&#23398;&#37117;&#37096;&#32626;&#26377;&#19968;&#21040;&#22810;&#22871;&#35838;&#20214;&#31649;&#29702;&#31995;&#32479;&#65292;&#20316;&#20026;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#65288;Paulsen 2002&#65289;&#65292;&#19981;&#20165;&#23545;&#25105;&#20204;&#22312;&#36825;&#20123;&#29615;&#22659;&#19979;&#25152;&#33021;&#20351;&#29992;&#30340;&#25945;&#23398;&#27861;&#20135;&#29983;&#19968;&#23450;&#31243;&#24230;&#30340;&#25209;&#21028;&#21453;&#24605;&#65292;&#32780;&#19988;&#23545;&#20284;&#20046;&#24050;&#32463;&#36866;&#24403;&#32780;&#24517;&#35201;&#30340;&#37096;&#32626;&#30340;&#25216;&#26415;&#33021;&#26377;&#25928;&#20419;&#36827;&#30340;&#25945;&#23398;&#27861;&#20063;&#20135;&#29983;&#19968;&#23450;&#31243;&#24230;&#30340;&#25209;&#21028;&#21453;&#24605;&#12290;<br><b><br> Judging the efficacy of OLEs for supporting social constructivism and communities of inquiry</b></p><p><b>&#21028;&#26029;&#25903;&#25345;&#31038;&#20250;&#24314;&#26500;&#20027;&#20041;&#21644;&#25506;&#31350;&#31038;&#21306;&#30340;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#30340;&#21151;&#25928;</b></p><p><br></p><p>To set about an examination the author has taken as a guide the framework for research and practice set out by Garrison and Anderson (2003) for achieving a successful community of inquiry composed of &ldquo;teachers and students transacting with the specific purpose of facilitating, constructing and validating understanding, and of developing capabilities that will lead to further learning&rdquo; (p. 23). This framework states that three key elements of any community of inquiry are cognitive presence, social presence and teacher presence, and each must be considered when evaluating an e-learning experience.</p><p>&#20026;&#20102;&#24320;&#22987;&#19968;&#39033;&#35843;&#26597;&#65292;&#20316;&#32773;&#25226;&#21152;&#37324;&#26862;&#21644;&#23433;&#24503;&#26862;&#65288;2003&#65289;&#20026;&#23454;&#29616;&#25104;&#21151;&#25506;&#31350;&#31038;&#21306;&#23433;&#25490;&#30340;&#30740;&#31350;&#19982;&#23454;&#36341;&#26694;&#26550;&#24403;&#20316;&#25351;&#21335;&#65292;&#36825;&#19968;&#26694;&#26550;&#21253;&#25324;&ldquo;&#25945;&#24072;&#19982;&#23398;&#29983;&#20026;&#20102;&#23454;&#29616;&#29305;&#23450;&#30446;&#26631;&#32780;&#21512;&#20316;&#65292;&#24314;&#26500;&#24182;&#39564;&#35777;&#29702;&#35299;&#65292;&#20197;&#21450;&#21457;&#23637;&#24341;&#23548;&#36827;&#19968;&#27493;&#23398;&#20064;&#30340;&#33021;&#21147;&rdquo;&#65288;&#31532;&#20108;&#21313;&#19977;&#39029;&#65289;&#12290;&#36825;&#19968;&#26694;&#26550;&#35268;&#23450;&#65292;&#20219;&#20309;&#25506;&#31350;&#31038;&#21306;&#30340;&#19977;&#20010;&#20851;&#38190;&#35201;&#32032;&#65292;&#26159;&#35748;&#30693;&#23384;&#22312;&#12289;&#31038;&#20250;&#23384;&#22312;&#21644;&#25945;&#24072;&#23384;&#22312;&#65292;&#22312;&#35780;&#20272;&#20219;&#19968;&#30005;&#23376;&#23398;&#20064;&#20307;&#39564;&#26102;&#37117;&#24517;&#39035;&#21152;&#20197;&#32771;&#34385;&#12290;</p><p><br></p><p>To apply this model to an OLE, it is necessary to consider to what degree the environment itself, and any inherent principles contained within its design, facilitates or obstructs the development of social, cognitive and teaching presence. As will be argued, the degree to which each of these can be achieved is dependent to a large degree on the communication tools within an OLE.</p><p>&#20026;&#20102;&#23558;&#27492;&#27169;&#22411;&#24212;&#29992;&#21040;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#20013;&#65292;&#26377;&#24517;&#35201;&#32771;&#34385;&#36825;&#20123;&#38382;&#39064;&#30340;&#31243;&#24230;&#65306;&#29615;&#22659;&#26412;&#36523;&#12289;&#20197;&#21450;&#35813;&#27169;&#22411;&#35774;&#35745;&#20013;&#21253;&#21547;&#30340;&#22266;&#26377;&#21407;&#21017;&#12289;&#20419;&#36827;&#25110;&#38459;&#30861;&#20102;&#31038;&#20250;&#23384;&#22312;&#12289;&#35748;&#30693;&#23384;&#22312;&#19982;&#25945;&#23398;&#23384;&#22312;&#30340;&#21457;&#23637;&#12290;&#27491;&#22914;&#21363;&#23558;&#35777;&#26126;&#30340;&#65292;&#36825;&#20123;&#27599;&#19968;&#39033;&#24471;&#20197;&#23454;&#29616;&#30340;&#31243;&#24230;&#65292;&#22312;&#24456;&#22823;&#31243;&#24230;&#19978;&#21462;&#20915;&#20110;&#22312;&#32447;&#29615;&#22659;&#20013;&#20351;&#29992;&#30340;&#20132;&#27969;&#24037;&#20855;&#12290;</p><p><br></p><p>Social presence: Social presence is defined by Garrison, Anderson and Archer as &ldquo;the ability of participants in a community of inquiry to project themselves socially and emotionally, as &ldquo;real&rdquo; people (i.e. their full personality), through the medium of communication being used&rdquo; (2000 p. 94). Social presence is perhaps the most obvious of elements to be influenced by the medium through which learners communicate (in this case the OLE).</p><p>&#31038;&#20250;&#23384;&#22312;&#65306;&#31038;&#20250;&#23384;&#22312;&#34987;&#21152;&#37324;&#26862;&#12289;&#23433;&#24503;&#26862;&#21644;&#38463;&#24443;&#23450;&#20041;&#20026;&ldquo;&#25506;&#31350;&#31038;&#21306;&#21442;&#19982;&#32773;&#65292;&#36890;&#36807;&#25152;&#20351;&#29992;&#30340;&#20132;&#27969;&#23186;&#20307;&#65292;&#23637;&#29616;&#33258;&#24049;&#31038;&#20132;&#21644;&#24773;&#32490;&#12289;&#35753;&#33258;&#24049;&#25104;&#20026;&#19968;&#20010;&#30495;&#27491;&#30340;&#20154;&#65288;&#21363;&#65292;&#24352;&#25196;&#20840;&#37096;&#20010;&#24615;&#65289;&#30340;&#33021;&#21147;&#12290;&rdquo;&#65288;2000&#65292;&#31532;94&#39029;&#65289;&#31038;&#20250;&#23384;&#22312;&#20063;&#35768;&#26159;&#23398;&#20064;&#32773;&#22312;&#20132;&#27969;&#36807;&#31243;&#20013;&#21463;&#23186;&#20307;&#24433;&#21709;&#26368;&#26126;&#26174;&#30340;&#20803;&#32032;&#65288;&#22312;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#36825;&#20010;&#20363;&#23376;&#24403;&#20013;&#65289;&#12290;</p><p><br></p><p>Cognitive presence: Garrison, Anderson and Archer describe cognitive presence as &ldquo;the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry&rdquo; (2001 p. 11) and in essence an OLE could be seen to facilitate this in the degree to which it can support &ldquo;sustained reflection and discourse&rdquo; and also through any constraints or opportunities presented by the system which hinder or enable a learner in their attempts to &ldquo;construct and confirm meaning&rdquo;. In many ways this is the defining element of the educational experience and is impacted on most by the nature of discourse encouraged through an OLE.</p><p>&#35748;&#30693;&#23384;&#22312;&#65306;&#21152;&#37324;&#26862;&#12289;&#23433;&#24503;&#26862;&#21644;&#38463;&#24443;&#23558;&#35748;&#30693;&#23384;&#22312;&#25551;&#36848;&#20026;&ldquo;&#23398;&#20064;&#32773;&#33021;&#22815;&#22312;&#20309;&#31181;&#31243;&#24230;&#19978;&#65292;&#36890;&#36807;&#25345;&#32493;&#30340;&#21453;&#24605;&#20197;&#21450;&#22312;&#25209;&#21028;&#24615;&#25506;&#31350;&#31038;&#21306;&#20013;&#30340;&#35752;&#35770;&#65292;&#26500;&#24314;&#24182;&#30830;&#35748;&#24847;&#20041;&rdquo;&#65288;2001&#31532;11&#39029;&#65289;&#65292;&#20174;&#26412;&#36136;&#19978;&#35762;&#65292;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#21487;&#20197;&#34987;&#35270;&#20026;<font style="background-color:#ff0000">&#20419;&#36827;</font>&#22312;&#22810;&#22823;&#31243;&#24230;&#19978;&#25903;&#25345;&ldquo;&#25345;&#32493;&#30340;&#21453;&#24605;&#20197;&#21450;&#35752;&#35770;&rdquo;&#65292;&#20197;&#21450;&#36890;&#36807;&#20307;&#21046;&#24102;&#26469;&#30340;&#20219;&#20309;&#38480;&#21046;&#25110;&#26426;&#20250;&#21435;&#38459;&#30861;&#25110;&#20801;&#35768;&#23398;&#20064;&#32773;&#24847;&#22270;&ldquo;&#26500;&#24314;&#24182;&#30830;&#35748;&#24847;&#20041;&rdquo;&#12290;&#22312;&#35768;&#22810;&#26041;&#38754;&#65292;&#36825;&#26159;&#25945;&#32946;&#20307;&#39564;&#30340;&#20915;&#23450;&#24615;&#22240;&#32032;&#65292;&#24182;&#19988;&#36890;&#36807;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#28608;&#21457;&#30340;&#35752;&#35770;&#26412;&#24615;&#65292;&#23545;&#22823;&#22810;&#25968;&#20154;&#37117;&#26377;&#24433;&#21709;&#12290;</p><p><br></p><p>Teaching presence: Anderson et al. (2001) view teaching presence as &ldquo;the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes&rdquo;. In terms of OLE use, this can be assessed by the extent and degree to which the tools available empower the teacher to impact on the learner and learning environment and whether the teacher is able to design, facilitate and direct the learning experience towards &ldquo;educationally worthwhile learning outcomes&rdquo;.</p><p>&#25945;&#23398;&#23384;&#22312;&#65306;&#23433;&#24503;&#26862;&#31561;&#20154;&#65288;2001&#65289;&#23558;&#25945;&#23398;&#23384;&#22312;&#35270;&#20026;&ldquo;&#20026;&#23454;&#29616;&#20010;&#20154;&#26377;&#24847;&#20041;&#12289;&#26377;&#25945;&#32946;&#20215;&#20540;&#30340;&#23398;&#20064;&#25104;&#26524;&#36825;&#19968;&#30446;&#30340;&#65292;&#32780;&#36827;&#34892;&#30340;&#35748;&#30693;&#21644;&#31038;&#20250;&#36807;&#31243;&#30340;&#35774;&#35745;&#12289;&#20415;&#21033;&#21644;&#26041;&#21521;&#12290;&rdquo;&#36890;&#36807;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#30340;&#20351;&#29992;&#24773;&#20917;&#26469;&#30475;&#65292;&#25945;&#23398;&#23384;&#22312;&#21487;&#20197;&#36890;&#36807;&#21487;&#29992;&#24037;&#20855;&#24110;&#21161;&#25945;&#24072;&#24433;&#21709;&#23398;&#29983;&#21644;&#23398;&#20064;&#29615;&#22659;&#30340;&#33539;&#22260;&#21644;&#31243;&#24230;&#26469;&#35780;&#20272;&#65292;&#20197;&#21450;&#25945;&#24072;&#26159;&#21542;&#33021;&#22815;&#35774;&#35745;&#12289;&#20419;&#36827;&#21644;&#24341;&#23548;&#23398;&#20064;&#20307;&#39564;&#26397;&#21521;&ldquo;&#26377;&#25945;&#32946;&#20215;&#20540;&#30340;&#23398;&#20064;&#25104;&#26524;&rdquo;&#30340;&#33539;&#22260;&#21644;&#31243;&#24230;&#26469;&#35780;&#20272;&#12290;</p><p><br></p><p><b>The ubiquitous online learning environment: Is it the complete answer?</b></p><p><b>&#26080;&#22788;&#19981;&#22312;&#30340;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#65306;&#36825;&#23601;&#26159;&#26368;&#32456;&#30340;&#31572;&#26696;&#20040;&#65311;</b></p><p><br></p><p>Discussion boards in online learning environments</p><p>&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#20013;&#30340;&#35752;&#35770;&#29256;</p><p><br></p><p>There are currently over 50 OLE environments commercially and non-commercially available (Edutools 2004) and countless &ldquo;in-house&rdquo; developments in place. However, Paulsen (2002) points out that of these, over 95% of Australian Universities surveyed in 2002 were using either one of two major OLEs. While it is reasonable to argue that there are significant differences between these solutions (EduTools 2004), and indeed between versions and products offered by these companies, it is equally possible to point to similarities, especially in terms of communication tools. Both these major OLEs use a discussion board format as their primary communication tool and these tools are in functionality (if not in appearance) very similar. Both essentially allow users to post messages to a shared area or reply to existing messages in order to form a thread. Both are limited to their current environment and do not provide email, messaging or syndicated updates to users, and both are proprietary to the companies which use them. In addition to this facility both provide a synchronous communication tool, functionality to allow teachers to post announcements to students and an internal messaging component similar to email but significantly often unable to be forwarded to users email accounts.</p><p>&#30446;&#21069;&#26377;&#36229;&#36807;&#20116;&#21313;&#31181;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#65292;&#21253;&#25324;&#21830;&#19994;&#30340;&#21644;&#38750;&#21830;&#19994;&#30340;&#65288;Edutools 2004&#65289;&#65292;&#20197;&#21450;&#19981;&#35745;&#20854;&#25968;&#30340;&#24037;&#20316;&#20013;&#20869;&#37096;&#24320;&#21457;&#30340;&#20135;&#21697;&#12290;&#28982;&#32780;&#65292;&#40077;&#23572;&#26862;&#65288;2002&#65289;&#25351;&#20986;&#65292;&#22312;&#20108;&#12295;&#12295;&#20108;&#24180;&#19968;&#27425;&#35843;&#26597;&#20013;&#65292;&#36229;&#36807;&#30334;&#20998;&#20043;&#20061;&#21313;&#20116;&#30340;&#28595;&#22823;&#21033;&#20122;&#22823;&#23398;&#65292;&#37117;&#20351;&#29992;&#20004;&#31181;&#20027;&#27969;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#20013;&#30340;&#19968;&#31181;&#12290;&#34429;&#28982;&#21487;&#20197;&#21512;&#29702;&#30340;&#35748;&#20026;&#65292;&#36825;&#20123;&#35299;&#20915;&#26041;&#26696;&#20043;&#38388;&#23384;&#22312;&#30528;&#26174;&#33879;&#24046;&#24322;&#65288;EduTools 2004&#65289;&#65292;&#32780;&#19988;&#20107;&#23454;&#19978;&#22312;&#36825;&#20123;&#20844;&#21496;&#25552;&#20379;&#30340;&#29256;&#26412;&#21644;&#20135;&#21697;&#20043;&#38388;&#30340;&#30830;&#23384;&#22312;&#30528;&#24046;&#21035;&#65292;&#20294;&#21516;&#26679;&#21487;&#33021;&#30340;&#26159;&#65292;&#20063;&#23384;&#22312;&#30528;&#30456;&#20284;&#20043;&#22788;&#65292;&#23588;&#20854;&#26159;&#22312;&#20132;&#27969;&#24037;&#20855;&#26041;&#38754;&#12290;&#36825;&#20004;&#31181;&#20027;&#35201;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#37117;&#20351;&#29992;&#35752;&#35770;&#29256;&#24418;&#24335;&#20316;&#20026;&#20182;&#20204;&#20027;&#35201;&#30340;&#20132;&#27969;&#24037;&#20855;&#65292;&#36825;&#20123;&#24037;&#20855;&#22312;&#21151;&#33021;&#19978;&#65288;&#19981;&#26159;&#22312;&#22806;&#35266;&#19978;&#65289;&#38750;&#24120;&#30456;&#20284;&#12290;&#20004;&#32773;&#22522;&#26412;&#19978;&#37117;&#20801;&#35768;&#29992;&#25143;&#24352;&#36148;&#20449;&#24687;&#65292;&#20998;&#20139;&#24605;&#36335;&#65292;&#25353;&#39034;&#24207;&#22238;&#22797;&#24050;&#26377;&#20449;&#24687;&#20174;&#32780;&#24418;&#25104;&#20250;&#35805;&#12290;&#20004;&#32773;&#37117;&#38480;&#21046;&#22312;&#24403;&#21069;&#29615;&#22659;&#65292;&#19981;&#20026;&#29992;&#25143;&#25552;&#20379;&#30005;&#23376;&#37038;&#20214;&#12289;&#30701;&#20449;&#21644;&#32858;&#21512;&#26356;&#26032;&#65292;<font style="background-color:#ff0000">&#20004;&#32773;&#37117;&#23646;&#20110;&#20351;&#29992;&#23427;&#20204;&#30340;&#20844;&#21496;&#31169;&#26377;</font>&#12290;&#38500;&#20102;&#36825;&#20010;&#21151;&#33021;&#65292;&#20004;&#32773;&#37117;&#25552;&#20379;&#21516;&#27493;&#20132;&#27969;&#24037;&#20855;&#65292;&#21151;&#33021;&#19978;&#20801;&#35768;&#25945;&#24072;&#21521;&#23398;&#29983;&#21457;&#24067;&#21578;&#31034;&#65292;&#20869;&#37096;&#28040;&#24687;&#32452;&#20214;&#31867;&#20284;&#20110;&#30005;&#23376;&#37038;&#20214;&#65292;&#20294;&#26159;&#26174;&#28982;&#24448;&#24448;&#26080;&#27861;&#36716;&#21457;&#21040;&#29992;&#25143;&#30340;&#30005;&#23376;&#37038;&#31665;&#12290;</p><p><br></p><p>However, in considering the use of these tools, while a synchronous environment is important for the provision of fixed time and online-place communication such as online seminars or office hours it is of limited use when many of the students are enrolled in the course primarily because of its flexible and asynchronous nature. Also, while messaging or mailing systems are of use, and they serve to do little more than email or mailing list functionality, and especially when they have no connection to individual students email accounts (hence offering no &ldquo;push&rdquo; facility (Mack 1998)), they add little to the overall communication dynamics of the OLE. As a result, the primary tool of use within these environments is the discussion board and it is this which requires examination in order to understand the degree to which the OLEs used by most Australian universities are able to successfully facilitate the development of communities of inquiry.</p><p>&#28982;&#32780;&#65292;&#22312;&#30740;&#31350;&#36825;&#20123;&#24037;&#20855;&#30340;&#20351;&#29992;&#24773;&#20917;&#26102;&#65292;&#34429;&#28982;&#23545;&#20110;&#25552;&#20379;&#22266;&#23450;&#26102;&#38388;&#21644;&#22312;&#32447;&#20132;&#27969;&#29615;&#22659;&#27604;&#22914;&#22312;&#32447;&#30740;&#35752;&#20250;&#25110;&#21150;&#20844;&#26102;&#38388;&#65292;&#21516;&#27493;&#29615;&#22659;&#24456;&#37325;&#35201;&#65292;&#20294;&#26159;&#35768;&#22810;&#27880;&#20876;&#23398;&#29983;&#22312;&#35838;&#31243;&#20013;&#20351;&#29992;&#26377;&#38480;&#65292;&#36824;&#20027;&#35201;&#26159;&#22240;&#20026;&#20854;&#28789;&#27963;&#24615;&#21644;&#24322;&#27493;&#29305;&#24615;&#32780;&#20351;&#29992;&#12290;&#27492;&#22806;&#65292;&#34429;&#28982;&#30701;&#20449;&#21644;&#37038;&#20214;&#31995;&#32479;&#26377;&#29992;&#65292;&#20294;&#26159;&#21457;&#25381;&#30340;&#21151;&#33021;&#21482;&#27604;&#37038;&#20214;&#21644;&#37038;&#20214;&#21015;&#34920;&#22810;&#19968;&#28857;&#28857;&#65292;&#23588;&#20854;&#26159;&#22312;&#23427;&#20204;&#19981;&#33021;&#36830;&#25509;&#21040;&#21333;&#20010;&#23398;&#29983;&#37038;&#20214;&#24080;&#25143;&#30340;&#26102;&#20505;&#65288;&#22240;&#27492;&#19981;&#33021;&#25552;&#20379;&ldquo;&#25512;&rdquo;&#25216;&#26415;&#65288;Mack 1998&#65289;&#65289;&#65292;&#23427;&#20204;&#21482;&#20026;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#30340;&#21160;&#24577;&#20132;&#27969;&#22686;&#21152;&#19968;&#28857;&#28857;&#20316;&#29992;&#12290;&#36825;&#26679;&#19968;&#26469;&#65292;&#22312;&#36825;&#20123;&#29615;&#22659;&#20013;&#20027;&#35201;&#20351;&#29992;&#30340;&#24037;&#20855;&#26159;&#35752;&#35770;&#29256;&#65292;&#23427;&#20063;&#26159;&#20026;&#20102;&#22312;&#20309;&#31181;&#31243;&#24230;&#19978;&#29702;&#35299;&#28595;&#22823;&#21033;&#20122;&#22823;&#22810;&#25968;&#22823;&#23398;&#20351;&#29992;&#30340;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#25152;&#24517;&#38656;&#30340;&#35843;&#26597;&#65292;&#36825;&#20123;&#22823;&#23398;&#20351;&#29992;&#36825;&#20123;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#33021;&#22815;&#25104;&#21151;&#22320;&#20419;&#36827;&#25506;&#31350;&#31038;&#21306;&#30340;&#21457;&#23637;&#12290;</p><p><br></p><p>Limitations of discussion boards in facilitating communities of inquiry</p><p>&#35752;&#35770;&#29256;&#22312;&#20419;&#36827;&#25506;&#31350;&#31038;&#21306;&#20013;&#30340;&#23616;&#38480;&#24615;</p><p><br></p><p>Discussion boards can vary immensely in the kind of communication they can successfully facilitate. Yahoo! Groups (2004), for example, utilises discussion boards that function primarily as email groups. Many support sites and community areas use discussion boards for particular issues or questions, notifying users of responses to their queries through email or syndication, and the threaded message discussion board format is often used (with or without email or syndication) in comments functions on weblogs (e.g. Farmer, Levine), in online publications (Guarak et al. 2004) and some online popular media (e.g. Slashdot). However, as previously discussed, major OLEs use very similar discussion board tools containing particular key features and it is these features which facilitate and sometimes require a particular kind of behaviour from teachers and students alike, encouraging certain types of communication and discouraging others. Once the user has entered the discussion board environment, these communication features essentially allow users to read previous messages (by either clicking on a title or expanding a number of messages from just their title), post a new message to a discussion board and post a reply to a previous message (in this case forming or contributing to a thread).</p><p>&#35752;&#35770;&#29256;&#22312;&#20854;&#25104;&#21151;&#20419;&#36827;&#30340;&#20132;&#27969;&#31181;&#31867;&#20013;&#65292;&#24418;&#24335;&#21464;&#21270;&#26497;&#22823;&#12290;&#20197;&#38597;&#34382;&#32676;&#32452;&#65288;2004&#65289;&#20026;&#20363;&#65292;&#35752;&#35770;&#29256;&#20027;&#35201;&#29992;&#21040;&#30340;&#21151;&#33021;&#26159;&#37038;&#20214;&#23567;&#32452;&#12290;&#35768;&#22810;&#25903;&#25345;&#32593;&#31449;&#21644;&#23621;&#27665;&#23567;&#21306;&#20351;&#29992;&#35752;&#35770;&#29256;&#35299;&#20915;&#20855;&#20307;&#38382;&#39064;&#65292;&#36890;&#36807;&#37038;&#20214;&#25110;&#32858;&#21512;&#36890;&#30693;&#29992;&#25143;&#23545;&#20854;&#35810;&#38382;&#30340;&#22238;&#22797;&#12290;&#20250;&#35805;&#24335;&#28040;&#24687;&#35752;&#35770;&#29256;&#65288;&#26377;&#25110;&#26080;&#37038;&#20214;&#21644;&#32858;&#21512;&#65289;&#24120;&#29992;&#20110;&#32593;&#24535;&#30340;&#35752;&#35770;&#30041;&#35328;&#21151;&#33021;&#65292;&#20063;&#29992;&#20110;&#32593;&#19978;&#20986;&#29256;&#29289;&#65288;Guarak et al. 2004&#65289;&#21644;&#19968;&#20123;&#32593;&#19978;&#27969;&#34892;&#30340;&#23186;&#20307;&#20013;&#65288;&#22914;Slashdot&#65289;&#12290;&#28982;&#32780;&#65292;&#22914;&#21069;&#25152;&#36848;&#65292;&#20027;&#35201;&#30340;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#20351;&#29992;&#38750;&#24120;&#31867;&#20284;&#30340;&#35752;&#35770;&#29256;&#24037;&#20855;&#65292;&#21516;&#26102;&#20855;&#26377;&#29420;&#26377;&#30340;&#20851;&#38190;&#29305;&#24449;&#65292;&#27491;&#26159;&#36825;&#20123;&#29305;&#24449;&#20419;&#36827;&#20102;&#65292;&#26377;&#26102;&#20505;&#20063;&#35201;&#27714;&#20102;&#25945;&#24072;&#21644;&#23398;&#29983;&#21516;&#26679;&#30340;&#20855;&#20307;&#34892;&#20026;&#31181;&#31867;&#65292;&#40723;&#21169;&#26576;&#20123;&#20855;&#20307;&#30340;&#20132;&#27969;&#31181;&#31867;&#32780;&#38459;&#30861;&#20854;&#20182;&#19968;&#20123;&#12290;&#19968;&#26086;&#29992;&#25143;&#36827;&#20837;&#35752;&#35770;&#29256;&#29615;&#22659;&#65292;&#36825;&#20123;&#20132;&#27969;&#29305;&#24615;&#35201;&#27714;&#29992;&#25143;&#38405;&#35835;&#20197;&#21069;&#30340;&#28040;&#24687;&#65288;&#35201;&#20040;&#28857;&#20987;&#26631;&#39064;&#65292;&#35201;&#20040;&#20174;&#26631;&#39064;&#23637;&#24320;&#19968;&#31995;&#21015;&#28040;&#24687;&#65289;&#65292;&#24352;&#36148;&#26032;&#28040;&#24687;&#21040;&#35752;&#35770;&#29256;&#65292;&#22238;&#22797;&#20197;&#21069;&#30340;&#28040;&#24687;&#65288;&#22312;&#36825;&#31181;&#24773;&#20917;&#19979;&#23601;&#20250;&#24418;&#25104;&#25110;&#25512;&#21160;&#19968;&#20010;&#20250;&#35805;&#35805;&#39064;&#65289;&#12290;</p><p><br></p><p>In terms of social presence this kind of discussion board could be seen to offer little opportunity for users to &ldquo;project themselves socially and emotionally, as &lsquo;real&rsquo; people&rdquo; (Garrison &amp; Anderson 2003) as the opportunity for projection is limited and when and if it is achieved, the ability of the projector to project and appear as a &ldquo;real&rdquo; person is also severely limited. For example, in a face-to-face context individuals are able to project themselves in many ways, primarily through verbal and physical contributions to the people present in the area. However, in a discussion board, as well as being limited to the ability to express themselves through text, users are unable to express themselves to people in the area because there may not be any people there. A contribution can be viewed and read by one person, the whole group or nobody and because how a writer understands the intended audience of their work dramatically impacts on their entire approach to the task of writing (Abdullah 2003), this uncertainty impacts considerably on the ability of the individual to project themselves. Further to this, it is worthwhile to note the increasing use of detailed signatures on discussion board postings around the Web as this is arguably due to the need, as seen by users, to project and convey themselves as real people (the signature may contain a picture, a link to a personal website, a quote or any other identifying characteristic) and in this sense demonstrates the inadequacies of the traditional discussion board model in the same ways that the emergence of emoticons has demonstrated the inadequacies of text based email.</p><p>&#20174;&#31038;&#20250;&#23384;&#22312;&#30340;&#35282;&#24230;&#32780;&#35328;&#65292;&#35752;&#35770;&#29256;&#36825;&#31181;&#31867;&#22411;&#21487;&#20197;&#34987;&#30475;&#20316;&#20026;&#29992;&#25143;&#25552;&#20379;&#20102;&#19968;&#28857;&#28857;&#26426;&#20250;&ldquo;&#23637;&#29616;&#33258;&#24049;&#31038;&#20132;&#21644;&#24773;&#32490;&#12289;&#35753;&#33258;&#24049;&#25104;&#20026;&#19968;&#20010;&#30495;&#27491;&#30340;&#20154;&#12290;&rdquo;&#65288;Garrison &amp; Anderson 2003&#65289;&#30001;&#20110;&#36825;&#31181;&#23637;&#29616;&#30340;&#26426;&#20250;&#65292;&#25968;&#37327;&#21644;&#26102;&#38388;&#37117;&#26377;&#38480;&#65292;&#23601;&#31639;&#24471;&#21040;&#20102;&#65292;&#23637;&#31034;&#32773;&#23637;&#29616;&#30340;&#33021;&#21147;&#20197;&#21450;&#21576;&#29616;&#20026;&#30495;&#27491;&#30340;&#20154;&#30340;&#25928;&#26524;&#20063;&#26497;&#20854;&#26377;&#38480;&#12290;&#27604;&#22914;&#65292;&#22312;&#38754;&#23545;&#38754;&#29615;&#22659;&#20013;&#65292;&#20010;&#20307;&#21487;&#20197;&#36890;&#36807;&#24456;&#22810;&#36884;&#24452;&#23637;&#29616;&#33258;&#25105;&#65292;&#20027;&#35201;&#36890;&#36807;&#35821;&#35328;&#21644;&#32930;&#20307;<font style="background-color:#ff0000">&#21521;&#21608;&#22260;&#30340;&#20154;&#20204;&#23637;&#31034;</font>&#12290;&#28982;&#32780;&#65292;&#22312;&#35752;&#35770;&#29256;&#20013;&#65292;&#20197;&#21450;&#34987;&#38480;&#21046;&#21482;&#33021;&#36890;&#36807;&#25991;&#23383;&#34920;&#36798;&#33258;&#25105;&#30340;&#22320;&#26041;&#65292;&#29992;&#25143;&#19981;&#33021;&#21521;&#21608;&#22260;&#20154;&#20204;&#23637;&#31034;&#33258;&#25105;&#65292;&#22240;&#20026;&#21608;&#22260;&#27809;&#26377;&#20219;&#20309;&#20154;&#12290;&#20316;&#21697;&#21487;&#20197;&#34987;&#20010;&#20154;&#12289;&#22242;&#20307;&#29978;&#33267;&#27809;&#26377;&#20154;&#30475;&#21040;&#24182;&#38405;&#35835;&#65292;&#22240;&#20026;&#20316;&#32773;&#22914;&#20309;&#29702;&#35299;&#20854;&#24037;&#20316;&#30340;&#39044;&#26399;&#35266;&#20247;&#65292;&#23545;&#20854;&#20889;&#20316;&#24037;&#20316;&#30340;&#25972;&#20010;&#26041;&#27861;&#26377;&#26174;&#33879;&#24433;&#21709;&#65288;Abdullah 2003&#65289;&#65292;&#36825;&#31181;&#19981;&#30830;&#23450;&#24615;&#22823;&#22823;&#24433;&#21709;&#21040;&#20010;&#20307;&#23637;&#29616;&#33258;&#25105;&#30340;&#33021;&#21147;&#12290;&#36827;&#19968;&#27493;&#35828;&#65292;&#26377;&#24517;&#35201;&#25351;&#20986;&#65292;&#22312;&#32593;&#32476;&#19978;&#35752;&#35770;&#29256;&#24086;&#23376;&#20013;&#22686;&#21152;&#20351;&#29992;<font style="background-color:#ff0000">&#35814;&#32454;&#29305;&#24449;</font>&#65292;&#21487;&#20197;&#35828;&#26159;&#22240;&#20026;&#26377;&#36825;&#38656;&#35201;&#65292;&#22914;&#29992;&#25143;&#25152;&#35265;&#65292;&#23637;&#31034;&#12289;&#34920;&#36798;&#33258;&#25105;&#65292;&#25104;&#20026;&#30495;&#27491;&#30340;&#20154;&#65288;&#36825;&#20123;&#29305;&#24449;&#21487;&#33021;&#21253;&#21547;&#22270;&#29255;&#12289;&#25351;&#21521;&#20010;&#20154;&#32593;&#31449;&#30340;&#38142;&#25509;&#12289;&#19968;&#27573;&#24341;&#25991;&#25110;&#20219;&#20309;&#20854;&#20182;&#26126;&#26174;&#30340;&#29305;&#24449;&#65289;&#65292;&#24182;&#22312;&#27492;&#24847;&#20041;&#19978;&#23637;&#31034;&#20102;&#20256;&#32479;&#35752;&#35770;&#29256;&#27169;&#24335;&#30340;&#19981;&#36866;&#65292;&#19968;&#22914;&#34920;&#24773;&#31526;&#21495;&#30340;&#20986;&#29616;&#26174;&#31034;&#20986;&#22522;&#20110;&#25991;&#26412;&#30340;&#30005;&#23376;&#37038;&#20214;&#30340;&#19981;&#36866;&#19968;&#26679;&#12290;</p><p><br></p><p>In establishing cognitive presence, issues associated with the lack of any definable audience do not only affect the nature of the way in which an individual writes, but also the discourse possible and in this the ability of a writer to reflect on their thoughts and &ldquo;construct and confirm&rdquo; meaning. In a face-to-face context a statement or question, particularly as part of a discussion or structured class environment, generally elicits a response from someone within that area. The utterance can be directed towards an individual or a group and a following utterance can be expected. This forms the basis of any discourse in which meaning can be constructed. However, in a discussion board it is not possible to know who, if anyone, will be reading an utterance, when this will occur or, unless the user is permanently logged in to the discussion board and regularly hitting the refresh key, the moment at which this occurs. This is not dissimilar to entering a room that may or may not be frequented by the people you wish to communicate with (who will, in either case, be invisible to the user), leaving a message on the table and then returning each day to see if someone has responded to the communication. Likewise, any person responding to the message would have to visit the room each day to see if the writer or anyone else has replied to it. The room may be one of many rooms (there are frequently numerous discussion boards used in a single course) and there may be little or no reason other than to check for messages or responses that a person may have to visit it. After several days of this kind of discussion it is likely in many cases that a user will visit the room less, if at all.</p><p>&#22312;&#24314;&#31435;&#35748;&#30693;&#23384;&#22312;&#30340;&#36807;&#31243;&#20013;&#65292;&#22240;&#32570;&#23569;&#30830;&#20999;&#35266;&#20247;&#32780;&#24102;&#26469;&#30340;&#38382;&#39064;&#19981;&#20165;&#24433;&#21709;&#21040;&#20010;&#20307;&#20889;&#20316;&#26041;&#24335;&#30340;&#26412;&#36136;&#65292;&#36824;&#26377;&#21487;&#33021;&#24433;&#21709;&#21040;&#20182;&#30340;&#35762;&#36848;&#65292;&#20197;&#21450;&#20316;&#32773;&#21453;&#24605;&#24819;&#27861;&#21644;&ldquo;&#26500;&#24314;&#24182;&#30830;&#35748;&rdquo;&#24847;&#20041;&#30340;&#33021;&#21147;&#12290;&#22312;&#38754;&#23545;&#38754;&#29615;&#22659;&#20013;&#65292;&#19968;&#21477;&#38472;&#36848;&#25110;&#25552;&#38382;&#65292;&#29305;&#21035;&#26159;&#19968;&#27425;&#35752;&#35770;&#25110;&#19968;&#36255;&#32467;&#26500;&#21270;&#35838;&#22530;&#29615;&#22659;&#30340;&#19968;&#37096;&#20998;&#65292;&#36890;&#24120;&#20250;&#24341;&#20986;&#19968;&#36215;&#30340;&#26576;&#20154;&#30340;&#21709;&#24212;&#12290;&#35328;&#35770;&#21487;&#20197;&#38024;&#23545;&#20010;&#20154;&#25110;&#32676;&#20307;&#65292;&#25509;&#19979;&#26469;&#30340;&#35328;&#35770;&#23601;&#21487;&#20197;&#39044;&#27979;&#12290;&#36825;&#24418;&#25104;&#20102;&#25152;&#26377;&#35752;&#35770;&#30340;&#22522;&#30784;&#65292;&#22312;&#35752;&#35770;&#20013;&#24847;&#20041;&#26159;&#21487;&#20197;&#24314;&#26500;&#30340;&#12290;&#28982;&#32780;&#65292;&#22312;&#35752;&#35770;&#29256;&#20013;&#19981;&#21487;&#33021;&#30693;&#36947;&#35841;&#65292;&#22914;&#26524;&#26377;&#20154;&#30340;&#35805;&#65292;&#20250;&#38405;&#35835;&#35328;&#35770;&#65292;&#20197;&#21450;&#20160;&#20040;&#26102;&#20505;&#38405;&#35835;&#65292;&#38500;&#38750;&#35813;&#29992;&#25143;&#19968;&#30452;&#30331;&#24405;&#22312;&#35752;&#35770;&#29256;&#20013;&#24182;&#19981;&#20572;&#21047;&#26032;&#65292;&#28982;&#21518;&#21018;&#22909;&#30896;&#21040;&#26377;&#20154;&#38405;&#35835;&#12290;&#36825;&#30456;&#24403;&#20110;&#36827;&#20837;&#19968;&#38388;&#25151;&#38388;&#65292;&#37324;&#38754;&#21487;&#33021;&#26377;&#20320;&#24895;&#24847;&#20132;&#27969;&#30340;&#20154;&#65288;&#22312;&#20219;&#20309;&#24773;&#20917;&#20013;&#65292;&#29992;&#25143;&#37117;&#30475;&#19981;&#21040;&#20182;&#20204;&#65289;&#65292;&#22312;&#26700;&#23376;&#19978;&#30041;&#19979;&#20415;&#26465;&#65292;&#28982;&#21518;&#27599;&#22825;&#22238;&#26469;&#30475;&#30475;&#26159;&#21542;&#26377;&#20154;&#22238;&#24212;&#36825;&#27425;&#20132;&#27969;&#12290;&#21516;&#26679;&#65292;&#20219;&#20309;&#35201;&#22238;&#24212;&#36825;&#26465;&#20449;&#24687;&#30340;&#20154;&#37117;&#38656;&#35201;&#27599;&#22825;&#35775;&#38382;&#36825;&#38388;&#25151;&#38388;&#65292;&#30475;&#30475;&#20316;&#32773;&#25110;&#20854;&#20182;&#20154;&#26377;&#26080;&#22238;&#22797;&#12290;&#36825;&#38388;&#25151;&#38388;&#21487;&#33021;&#26159;&#35768;&#22810;&#25151;&#38388;&#20013;&#30340;&#19968;&#38388;&#65288;&#32463;&#24120;&#26377;&#22823;&#37327;&#35752;&#35770;&#29256;&#20351;&#29992;<font style="background-color:#ff0000">&#21516;&#19968;&#38754;&#26495;</font>&#65289;&#65292;&#20294;&#21487;&#33021;&#24456;&#23569;&#25110;&#26681;&#26412;&#27809;&#26377;&#29702;&#30001;<font style="background-color:#ff0000">&#21435;&#26816;&#26597;</font>&#26159;&#21542;&#26377;&#20154;&#35775;&#38382;&#28040;&#24687;&#21644;&#22238;&#22797;&#12290;&#32463;&#36807;&#20960;&#22825;&#30340;&#35752;&#35770;&#65292;&#24456;&#22810;&#24773;&#20917;&#19979;&#29992;&#25143;&#20250;&#20943;&#23569;&#35775;&#38382;&#36825;&#38388;&#25151;&#38388;&#30340;&#27425;&#25968;&#65292;&#22914;&#26524;&#20182;&#36824;&#35775;&#38382;&#30340;&#35805;&#12290;</p><p><br></p><p>In developing teaching presence in a discussion board environment the teacher has no more capacity than the learner in terms of sustaining discourse or of projecting him or herself as a &ldquo;real&rdquo; person. While it is likely and helpful to the teacher that they will be better known to all the learners and have official contact details, in the discussion board environment the teacher is rendered unable through the technology to exert any more influence than a student and hence faces considerable challenges in designing, facilitating or directing &ldquo;cognitive and social processes&rdquo;. As an experienced teacher and writer in the area of online teaching and learning mentioned to the author when discussing the use of discussion boards from a teacher&rsquo;s perspective, &ldquo;they just bypass me and ignore me, it&rsquo;s like I&rsquo;m not even there!&rdquo; (Farmer 2004). If considered in a face-to-face context this is not dissimilar to enforcing the teacher to not stand, not position themselves any differently to the learners and not to use a whiteboard or any form of presentation, and while this might be seen to be advantageous by some, its impact on facilitating the development of effective teacher presence is significant.</p><p>&#22312;&#35752;&#35770;&#29256;&#29615;&#22659;&#20013;&#24320;&#21457;&#25945;&#23398;&#23384;&#22312;&#30340;&#36807;&#31243;&#20013;&#65292;&#22312;&#32500;&#25345;&#35752;&#35770;&#21644;&#23558;&#33258;&#24049;&#23637;&#31034;&#25104;&#19968;&#20010;&#30495;&#23454;&#30340;&#20154;&#26041;&#38754;&#65292;&#25945;&#24072;&#24182;&#19981;&#27604;&#23398;&#20064;&#32773;&#26356;&#26377;&#33021;&#21147;&#12290;&#34429;&#28982;&#35752;&#35770;&#29256;&#29615;&#22659;&#24456;&#26377;&#21487;&#33021;&#24110;&#21161;&#25945;&#24072;&#26356;&#22909;&#22320;&#20102;&#35299;&#25152;&#26377;&#23398;&#20064;&#32773;&#65292;&#24182;&#19988;&#25317;&#26377;&#27491;&#24335;&#30340;&#32852;&#31995;&#32454;&#33410;&#65292;&#22312;&#35752;&#35770;&#29256;&#29615;&#22659;&#20013;&#25945;&#24072;&#34987;&#35748;&#20026;&#26080;&#27861;&#36890;&#36807;&#25216;&#26415;&#23545;&#23398;&#29983;&#26045;&#21152;&#20219;&#20309;&#24433;&#21709;&#65292;&#22240;&#32780;&#22312;&#35774;&#35745;&#12289;&#20415;&#21033;&#12289;&#24341;&#23548;&ldquo;&#35748;&#30693;&#21644;&#31038;&#20250;&#36807;&#31243;&rdquo;&#26041;&#38754;&#38754;&#20020;&#26356;&#22823;&#30340;&#25361;&#25112;&#12290;&#27491;&#22914;&#19968;&#20301;&#22312;&#32447;&#25945;&#32946;&#21644;&#23398;&#20064;&#39046;&#22495;&#32463;&#39564;&#20016;&#23500;&#30340;&#25945;&#24072;&#12289;&#20316;&#32773;&#65292;&#25552;&#21450;&#36825;&#20301;&#20316;&#32773;&#22312;&#20174;&#25945;&#24072;&#30340;&#35282;&#24230;&#35752;&#35770;&#35752;&#35770;&#29256;&#30340;&#20351;&#29992;&#26102;&#25152;&#35828;&#30340;&#65292;&ldquo;&#20182;&#20204;&#20165;&#20165;&#32469;&#36807;&#25105;&#65292;&#24573;&#30053;&#25105;&#65292;&#23601;&#20687;&#25105;&#19981;&#23384;&#22312;&#19968;&#26679;&#65281;&rdquo;&#65288;Farmer 2004&#65289;&#22914;&#26524;&#32771;&#34385;&#21040;&#22312;&#38754;&#23545;&#38754;&#29615;&#22659;&#20013;&#65292;&#36825;&#30456;&#24403;&#20110;&#24378;&#36843;&#25945;&#24072;&#19981;&#33021;&#31449;&#31435;&#65292;&#21644;&#23398;&#20064;&#32773;&#27809;&#26377;&#20219;&#20309;&#21306;&#21035;&#65292;&#19981;&#33021;&#20351;&#29992;&#30333;&#26495;&#25110;&#20854;&#20182;&#20219;&#20309;&#34920;&#29616;&#24418;&#24335;&#65292;&#36825;&#34429;&#28982;&#20063;&#21487;&#30475;&#20316;&#26576;&#20123;&#20248;&#21183;&#65292;&#20294;&#36825;&#23545;&#20110;&#20419;&#36827;&#26377;&#25928;&#30340;&#25945;&#24072;&#23384;&#22312;&#30340;&#21457;&#23637;&#65292;&#24433;&#21709;&#26174;&#33879;&#12290;</p><p><br></p><p>It is important to note, however, that discussion boards have frequently been used successfully as communication tools in online learning environments (Rovai 2002, Bradshaw &amp; Hinton 2004, Berner 2003) and hence it is inaccurate to argue that effective educational outcomes, in the form of communities of inquiry, cannot be achieved using these tools. However, while other online tools are available which facilitate different forms of communication, and while these are entirely unavailable in these dominant OLEs, it is important to examine how these could be used in similar contexts, especially, if as with weblogs, these technologies can appear to offer much in facilitating, through online communication, the effective development of a community of inquiry.</p><p>&#28982;&#32780;&#65292;&#37325;&#35201;&#30340;&#26159;&#27880;&#24847;&#21040;&#35752;&#35770;&#29256;&#24120;&#24120;&#34987;&#25104;&#21151;&#29992;&#20316;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#30340;&#20132;&#27969;&#24037;&#20855;&#65288;Rovai 2002, Bradshaw &amp; Hinton 2004, Berner 2003&#65289;&#65292;&#24182;&#22240;&#27492;&#38169;&#35823;&#30340;&#35748;&#20026;&#65292;&#22312;&#36825;&#31181;&#24418;&#24335;&#30340;&#25506;&#31350;&#31038;&#21306;&#20013;&#65292;&#21033;&#29992;&#36825;&#20123;&#24037;&#20855;&#19981;&#33021;&#24471;&#21040;&#26377;&#25928;&#30340;&#25945;&#32946;&#25104;&#26524;&#12290;&#28982;&#32780;&#65292;&#34429;&#28982;&#26377;&#20854;&#20182;&#22312;&#32447;&#24037;&#20855;&#21487;&#20197;&#29992;&#26469;&#20419;&#36827;&#19981;&#21516;&#30340;&#20132;&#27969;&#24418;&#24335;&#65292;&#34429;&#28982;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#23436;&#20840;&#26080;&#27861;&#21033;&#29992;&#36825;&#20123;&#20248;&#21183;&#65292;&#20294;&#26159;&#37325;&#35201;&#30340;&#26159;&#30740;&#31350;&#20182;&#20204;&#22914;&#20309;&#34987;&#29992;&#20110;&#31867;&#20284;&#29615;&#22659;&#20013;&#30340;&#65292;&#29305;&#21035;&#26159;&#65292;&#22914;&#26524;&#22312;&#32593;&#24535;&#20013;&#65292;&#36825;&#20123;&#25216;&#26415;&#20284;&#20046;&#21487;&#20197;&#25552;&#20379;&#24456;&#22810;&#20415;&#21033;&#65292;&#36890;&#36807;&#22312;&#32447;&#20132;&#27969;&#65292;&#25506;&#31350;&#31038;&#21306;&#24471;&#21040;&#26377;&#25928;&#21457;&#23637;&#12290;</p><p><br></p><p><b>Weblogs in facilitating communities of inquiry</b></p><p><b>&#32593;&#24535;&#22312;&#20419;&#36827;&#25506;&#31350;&#31038;&#21306;&#21457;&#23637;&#20013;&#30340;&#20316;&#29992;</b></p><p><br></p><p>Weblogs (or blogs) initially came into being as regularly updated websites that contained links to websites of interest to the author (Blood 2000). The name is seen by some to be reflective of their initial purpose of recording, storing for reference and sharing a writer&rsquo;s journey around the web (logging the web) (Paquet 2002) and by others to be simply avoiding confusion with and building on the history of the term &ldquo;server log&rdquo; (Wikipedia 2004). Since its inception in or around 1996, weblogging has developed to be much more than a means of recording links to websites &ndash; although this sharing and saving remains a widespread use of the technology. A widely accepted definition of what exactly constitutes a weblog is &ldquo;a website which contains periodic, reverse chronologically ordered posts on a common webpage&rdquo; (Wikipedia 2004), and the functionality that allows this is generally that which allows users (who are generally single authors) to:</p><p>&#32593;&#24535;&#65288;&#25110;&#32773;&#35828;&#21338;&#23458;&#65289;&#26368;&#21021;&#30340;&#20135;&#29983;&#26159;&#20316;&#20026;&#23450;&#26399;&#26356;&#26032;&#30340;&#32593;&#31449;&#65292;&#37324;&#38754;&#21253;&#21547;&#25351;&#21521;&#20316;&#32773;&#24863;&#20852;&#36259;&#30340;&#32593;&#31449;&#38142;&#25509;&#65288;Blood 2000&#65289;&#12290;&#20854;&#21517;&#31216;&#34987;&#26576;&#20123;&#20154;&#35270;&#20026;&#23545;&#20854;&#26368;&#21021;&#35760;&#24405;&#23384;&#20648;&#21442;&#32771;&#25991;&#29486;&#12289;&#20998;&#20139;&#20316;&#32773;&#26377;&#20851;&#32593;&#32476;&#30340;&#26085;&#35760;&#65288;&#32593;&#32476;&#19978;&#30340;&#26085;&#24535;&#65289;&#36825;&#19968;&#30446;&#26631;&#30340;&#21453;&#24212;&#65292;&#21516;&#26102;&#20854;&#20182;&#20154;&#20026;&#20102;&#31616;&#21333;&#22320;&#36991;&#20813;&#19982;&#35789;&#27719;&ldquo;&#26381;&#21153;&#22120;&#26085;&#24535;&rdquo;&#65288;Wikipedia 2004&#65289;&#21457;&#29983;&#28151;&#28102;&#21644;&#21382;&#21490;&#20851;&#31995;&#12290;&#33258;&#20174;&#19968;&#20061;&#20061;&#20845;&#24180;&#20986;&#29616;&#20197;&#26469;&#65292;&#32593;&#24535;&#26377;&#20102;&#38271;&#36275;&#21457;&#23637;&#65292;&#19981;&#20165;&#20165;&#26159;&#35760;&#24405;&#32593;&#31449;&#38142;&#25509;&#65292;&#36824;&#24847;&#21619;&#30528;&#26356;&#22810;&#65292;&#23613;&#31649;&#35813;&#25216;&#26415;&#30340;&#20027;&#35201;&#29992;&#36884;&#20173;&#28982;&#26159;&#20998;&#20139;&#21644;&#20445;&#23384;&#12290;&#20851;&#20110;&#32593;&#24535;&#30340;&#30830;&#20999;&#26500;&#25104;&#65292;&#19968;&#20010;&#24191;&#27867;&#25509;&#21463;&#30340;&#23450;&#20041;&#26159;&ldquo;&#19968;&#20010;&#32593;&#31449;&#65292;&#22312;&#21516;&#19968;&#32593;&#39029;&#19978;&#21253;&#21547;&#26377;&#23450;&#26399;&#30340;&#12289;&#25353;&#26102;&#38388;&#20498;&#24207;&#25490;&#21015;&#30340;&#19968;&#31995;&#21015;&#24086;&#23376;&rdquo;&#65288;Wikipedia 2004&#65289;&#65292;&#25152;&#21253;&#21547;&#30340;&#21151;&#33021;&#19968;&#33324;&#26159;&#20801;&#35768;&#29992;&#25143;&#65288;&#36890;&#24120;&#26159;&#21807;&#19968;&#30340;&#20316;&#32773;&#65289;&#65306;</p><p><br></p><p></p><ul><li>frequently add to their weblog through simple webpublishing technology</li><li>&#36890;&#36807;&#31616;&#21333;&#30340;&#32593;&#39029;&#21457;&#24067;&#25216;&#26415;&#39057;&#32321;&#21457;&#34920;&#25991;&#31456;&#21040;&#20182;&#20204;&#32593;&#24535;</li><li>publish items uniquely by time and date of publishing</li><li>&#21457;&#34920;&#30340;&#25991;&#31456;&#65292;&#21457;&#34920;&#26085;&#26399;&#21644;&#26102;&#38388;&#37117;&#26159;&#21807;&#19968;&#30340;&#65292;&#20415;&#20110;&#26816;&#32034;</li><li>attach to items the facility for comments to be added and for postings elsewhere that have linked to that item to be tracked back</li><li>&#24456;&#26041;&#20415;&#20026;&#24086;&#23376;&#28155;&#21152;&#30041;&#35328;&#65292;&#22312;&#20854;&#20182;&#22320;&#26041;&#28155;&#21152;&#38142;&#25509;&#21487;&#20197;&#23454;&#29616;&#24341;&#29992;&#36890;&#21578;</li><li>publish with each new posting a webfeed such as RSS or Atom.</li><li>&#27599;&#20221;&#26032;&#30340;&#24086;&#23376;&#37117;&#21457;&#24067;&#19968;&#26465;&#35746;&#38405;&#28304;&#65292;&#22914;RSS&#21644;Atom</li></ul><p></p><p><br></p><p>Frequently add to a weblog through simple webpublishing technology</p><p>&#36890;&#36807;&#31616;&#21333;&#30340;&#32593;&#39029;&#21457;&#24067;&#25216;&#26415;&#39057;&#32321;&#21457;&#34920;&#25991;&#31456;&#21040;&#20182;&#20204;&#32593;&#24535;</p><p><br></p><p>While weblogs are on the whole frequently published by a single author (Herring et al. 2004), there are many examples of collaborative weblogs where two or more authors publish a single weblog. However, these collaborative efforts are uncommon and often operated in a manner which befits their large audience, and as such are much more often tilted towards broadcast (which then sparks discussion) rather than dialogue between the author and readers.</p><p>&#34429;&#28982;&#32593;&#24535;&#24635;&#26159;&#30001;&#19968;&#20010;&#20316;&#32773;&#39057;&#32321;&#26356;&#26032;&#65288;Herring &#31561; 2004&#65289;&#65292;&#20294;&#20063;&#26377;&#35768;&#22810;&#21512;&#20316;&#32593;&#24535;&#30340;&#20363;&#23376;&#65292;&#20004;&#20010;&#25110;&#26356;&#22810;&#20316;&#32773;&#20849;&#21516;&#26356;&#26032;&#21516;&#19968;&#20010;&#32593;&#24535;&#12290;&#28982;&#32780;&#65292;&#36825;&#20123;&#21512;&#20316;&#24037;&#20316;&#24182;&#19981;&#24120;&#35265;&#65292;&#24448;&#24448;&#26159;&#22240;&#20026;&#35835;&#32773;&#22826;&#22810;&#25165;&#36825;&#26679;&#36816;&#33829;&#30340;&#65292;&#24182;&#19988;&#26356;&#20542;&#21521;&#20110;&#24191;&#25773;&#65288;&#20598;&#26377;&#28779;&#33457;&#19968;&#38378;&#30340;&#35752;&#35770;&#65289;&#32780;&#38750;&#20316;&#32773;&#19982;&#35835;&#32773;&#20043;&#38388;&#30340;&#23545;&#35805;&#12290;</p><p><br></p><p>Along with the increasing simplicity of tools allowing individuals to create weblogs, one of the reasons given for the explosion in the use of weblogs (Perseus 2003) is precisely the personal facility they provide. While extremely evident in diary style weblogs where subject matter usually related to publishers&rsquo; daily lives and networks are almost wholly social, in the academic and professional sphere the personal nature of weblogs has been instrumental in the extensive development of use as personal online research and knowledge management tools (Paquet 2002, Fiedler 2003), and as an ever-evolving e-portfolio and representation of the publisher to their context. In essence weblogs allow an individual to simply publish, organise and develop knowledge in their own online space.</p><p>&#38543;&#30528;&#20801;&#35768;&#20010;&#20154;&#21019;&#24314;&#32593;&#24535;&#30340;&#24037;&#20855;&#26085;&#30410;&#31616;&#20415;&#65292;&#20419;&#25104;&#32593;&#24535;&#20351;&#29992;&#22823;&#29190;&#21457;&#65288;Perseus 2003&#65289;&#30340;&#19968;&#20010;&#29702;&#30001;&#24688;&#24688;&#26159;&#20182;&#20204;&#25152;&#25552;&#20379;&#30340;&#20010;&#20154;&#20415;&#21033;&#12290;&#34429;&#28982;&#26497;&#20854;&#26126;&#26174;&#30340;&#26159;&#65292;&#26085;&#35760;&#20307;&#32593;&#24535;&#20027;&#39064;&#36890;&#24120;&#37117;&#21644;&#21457;&#34920;&#32773;&#30340;&#26085;&#24120;&#29983;&#27963;&#26377;&#20851;&#65292;&#32593;&#32476;&#20960;&#20046;&#26159;&#23436;&#20840;&#31038;&#20250;&#21270;&#30340;&#65292;&#20294;&#26159;&#22312;&#23398;&#26415;&#30028;&#21644;&#19987;&#19994;&#39046;&#22495;&#65292;&#20010;&#20154;&#24615;&#36136;&#30340;&#32593;&#24535;&#24050;&#32463;&#34987;&#29992;&#20110;&#24191;&#27867;&#30340;&#29992;&#36884;&#65292;&#22914;&#20010;&#20154;&#22312;&#32447;&#30740;&#31350;&#21644;&#30693;&#35782;&#31649;&#29702;&#24037;&#20855;&#65288;Paquet 2002, Fiedler 2003&#65289;&#65292;&#24182;&#20316;&#20026;&#19981;&#26029;&#28436;&#36827;&#30340;&#30005;&#23376;&#26723;&#26696;&#20197;&#21450;<font style="background-color:#ff0000">&#21457;&#34920;&#32773;&#23545;&#20854;&#29615;&#22659;&#30340;&#34920;&#36798;</font>&#12290;&#20174;&#26412;&#36136;&#19978;&#35762;&#65292;&#32593;&#24535;&#20801;&#35768;&#20010;&#20154;&#22312;&#20854;&#33258;&#24049;&#30340;&#22312;&#32447;&#31354;&#38388;&#37324;&#31616;&#21333;&#21457;&#34920;&#12289;&#32452;&#32455;&#12289;&#24320;&#21457;&#30693;&#35782;&#12290;</p><p><br></p><p>Publish items uniquely by time and date of publishing</p><p>&#21457;&#34920;&#30340;&#25991;&#31456;&#65292;&#21457;&#34920;&#26085;&#26399;&#21644;&#26102;&#38388;&#37117;&#26159;&#21807;&#19968;&#30340;&#65292;&#20415;&#20110;&#26816;&#32034;</p><p><br></p><p>Items published to a weblog may range from text to images to video or audio as the nature of the web environment and the ease of publishing allows for all of these. Crucially, whatever the format, when each item is published it is given an individual URL either relating to that specific item or the time period (most often the day) in which it was published. This allows for a reader (or listener or viewer) to record for themselves, or cite or refer other readers to that specific posting. This method of citing specific posts, along with the development of blogrolls (a displayed list of links to weblogs the publisher relates to in some way) is a significant aspect in the development of the blogosphere and particular blogospheres (Bloom 2003) and is made significant use of in the development of tools such as trackback as described below.</p><p>&#21457;&#34920;&#21040;&#32593;&#24535;&#19978;&#30340;&#19996;&#35199;&#33539;&#22260;&#24456;&#24191;&#65292;&#20174;&#25991;&#26412;&#21040;&#22270;&#20687;&#21040;&#35270;&#39057;&#38899;&#39057;&#65292;&#22240;&#20026;&#32593;&#32476;&#29615;&#22659;&#30340;&#26412;&#36136;&#21644;&#21457;&#34920;&#30340;&#20415;&#21033;&#24615;&#20801;&#35768;&#36825;&#26679;&#20570;&#12290;&#37325;&#35201;&#30340;&#26159;&#65292;&#26080;&#35770;&#20160;&#20040;&#26684;&#24335;&#65292;&#21482;&#35201;&#21457;&#34920;&#20986;&#26469;&#37117;&#20250;&#33719;&#24471;&#19968;&#20010;&#29420;&#31435;&#32593;&#22336;&#65292;&#36825;&#26465;&#32593;&#22336;&#35201;&#20040;&#36319;&#21457;&#34920;&#30340;&#19996;&#35199;&#26412;&#36523;&#26377;&#20851;&#65292;&#35201;&#20040;&#36319;&#23427;&#21457;&#34920;&#30340;&#26102;&#38388;&#65288;&#24448;&#24448;&#26159;&#26085;&#26399;&#65289;&#26377;&#20851;&#12290;&#36825;&#20351;&#24471;&#35835;&#32773;&#65288;&#25110;&#21548;&#20247;&#25110;&#35266;&#20247;&#65289;&#35760;&#24405;&#65292;&#25110;&#24341;&#29992;&#25110;&#21442;&#32771;&#32473;&#20854;&#20182;&#35835;&#32773;&#26576;&#19968;&#29305;&#23450;&#24086;&#23376;&#12290;&#36825;&#31181;&#24341;&#29992;&#29305;&#23450;&#24086;&#23376;&#30340;&#26041;&#27861;&#65292;&#20197;&#21450;&#32593;&#24535;&#30446;&#24405;&#65288;&#22312;&#26576;&#20123;&#26041;&#38754;&#30456;&#20851;&#30340;&#21457;&#34920;&#32773;&#30340;&#32593;&#24535;&#38142;&#25509;&#21015;&#34920;&#65289;&#30340;&#21457;&#23637;&#65292;&#22312;&#32593;&#24535;&#19990;&#30028;&#21644;&#19987;&#39064;&#32593;&#24535;&#19990;&#30028;&#30340;&#21457;&#23637;&#37324;&#26159;&#19968;&#20010;&#37325;&#35201;&#26041;&#38754;&#65288;Bloom 2003&#65289;&#65292;&#24182;&#22312;&#22914;&#19979;&#25152;&#36848;&#30340;&#24341;&#29992;&#36890;&#21578;&#31561;&#24037;&#20855;&#30340;&#21457;&#23637;&#20013;&#65292;&#21462;&#24471;&#20102;&#37325;&#22823;&#29992;&#36884;&#12290;</p><p><br></p><p>Attach to items the facility for comments to be added and for postings elsewhere that have linked to that item to be tracked back</p><p>&#24456;&#26041;&#20415;&#20026;&#24086;&#23376;&#28155;&#21152;&#30041;&#35328;&#65292;&#22312;&#20854;&#20182;&#22320;&#26041;&#28155;&#21152;&#38142;&#25509;&#21487;&#20197;&#23454;&#29616;&#24341;&#29992;&#36890;&#21578;</p><p><br></p><p>As each item is posted under a dedicated and specific URL it can have a number of different applications automatically applied to it; these have included automated searches for the subject matter on a search engine, the facility to email the item to another person and perhaps most importantly, the ability to comment on or discuss the item using a tool similar to a discussion board and trackback any other items on the web that have linked to that specific item.</p><p>&#21457;&#34920;&#30340;&#27599;&#20221;&#24086;&#23376;&#37117;&#26377;&#19968;&#26465;&#19987;&#26377;&#30340;&#21807;&#19968;&#30340;URL&#65292;&#26377;&#19968;&#20123;&#19981;&#21516;&#30340;&#24212;&#29992;&#33021;&#22815;&#33258;&#21160;&#20316;&#29992;&#20110;&#20854;&#19978;&#12290;&#36825;&#20123;&#24212;&#29992;&#21253;&#25324;&#33258;&#21160;&#25628;&#32034;&#20027;&#39064;&#30340;&#25628;&#32034;&#24341;&#25806;&#65292;&#37038;&#23492;&#24086;&#23376;&#32473;&#20854;&#20182;&#20154;&#30340;&#24037;&#20855;&#65292;&#21487;&#33021;&#26368;&#37325;&#35201;&#30340;&#26159;&#65292;&#24086;&#23376;&#20351;&#29992;&#31867;&#20284;&#20110;&#35752;&#35770;&#29256;&#30340;&#24037;&#20855;&#23454;&#29616;&#35780;&#35770;&#21644;&#23637;&#24320;&#35752;&#35770;&#30340;&#21151;&#33021;&#65292;&#20197;&#21450;&#24341;&#29992;&#36890;&#21578;&#21453;&#21521;&#24341;&#29992;&#32593;&#32476;&#19978;&#36830;&#25509;&#21040;&#29305;&#23450;&#24086;&#23376;&#30340;&#20219;&#20309;&#25991;&#31456;&#12290;</p><p><br></p><p>This comments facility tool allows for what has been seen by some to be more ad hoc discussion and comment on the items in a particular post. Frequently the commenter is able to subscribe to a webfeed or select that they be notified by email if another comment is added to the post. While these can develop into extensive discussions it is generally the case that if an individual wishes to comment at length or in depth on a post &ndash; or meme as these developing conversations are frequently referred to &ndash; they will post their thoughts to their weblog, including a link to the original post which will then be automatically harvested and presented as a link with accompanying text in the original weblogs trackback menu.</p><p>&#36825;&#31181;&#26041;&#20415;&#35780;&#35770;&#30340;&#24037;&#20855;&#20801;&#35768;&#22312;&#29305;&#23450;&#24086;&#23376;&#19978;&#24320;&#23637;&#34987;&#26576;&#20123;&#20154;&#30475;&#20316;&#26356;&#20026;&#29305;&#27530;&#30340;&#35752;&#35770;&#21644;&#35780;&#35770;&#12290;&#35780;&#35770;&#32773;&#24448;&#24448;&#20250;&#35746;&#38405;&#20449;&#24687;&#28304;&#25110;&#32773;&#22914;&#26524;&#26377;&#20854;&#20182;&#20154;&#32473;&#36825;&#20221;&#24086;&#23376;&#28155;&#21152;&#35780;&#35770;&#26102;&#36873;&#25321;&#29992;&#37038;&#20214;&#36890;&#30693;&#20182;&#20204;&#12290;&#34429;&#28982;&#21487;&#20197;&#21457;&#23637;&#25104;&#26356;&#24191;&#27867;&#30340;&#35752;&#35770;&#65292;&#20294;&#36890;&#24120;&#24773;&#20917;&#26159;&#65292;&#22914;&#26524;&#20010;&#20307;&#24819;&#35814;&#23613;&#30340;&#28145;&#20837;&#30340;&#35780;&#35770;&#24086;&#23376;&mdash;&mdash;&#36825;&#20123;&#19981;&#26029;&#21457;&#23637;&#20013;&#30340;&#20250;&#35805;&#20250;&#20316;&#20026;&#25991;&#21270;&#22522;&#22240;&#19981;&#26029;&#34987;&#20154;&#25552;&#21450;&mdash;&mdash;&#20182;&#20204;&#20250;&#25226;&#20182;&#20204;&#30340;&#24819;&#27861;&#21457;&#34920;&#21040;&#33258;&#24049;&#30340;&#32593;&#24535;&#19978;&#65292;&#28982;&#21518;&#21253;&#21547;&#19968;&#26465;&#25351;&#21521;&#21407;&#26469;&#24086;&#23376;&#30340;&#38142;&#25509;&#65292;&#21407;&#26469;&#24086;&#23376;&#20250;&#33258;&#21160;&#33719;&#24471;&#65292;&#28982;&#21518;&#22312;&#21407;&#26469;&#24086;&#23376;&#30340;&#24341;&#29992;&#36890;&#21578;&#36873;&#21333;&#26639;&#37324;&#38754;&#24102;&#19978;&#19968;&#20123;&#24341;&#29992;&#25991;&#23383;&#65292;&#20197;&#38142;&#25509;&#30340;&#24418;&#24335;&#21576;&#29616;&#20986;&#26469;&#12290;</p><p><br></p><p>Publish with each new posting a webfeed such as RSS or Atom</p><p>&#27599;&#20221;&#26032;&#30340;&#24086;&#23376;&#37117;&#21457;&#24067;&#19968;&#26465;&#35746;&#38405;&#28304;&#65292;&#22914;RSS&#21644;Atom</p><p><br></p><p>RSS, originally an acronym for RDF Site Summary but more commonly referred to as Really Simple Syndication, and the competing format Atom are XML webpages automatically published by weblogging applications that allow other individuals to subscribe through an aggregator or similar application to receive either full or in part any new items posted to that weblog.</p><p>RSS&#65292;&#26368;&#21021;&#26159;&#20316;&#20026;RDF&#31449;&#28857;&#25688;&#35201;&#65288;RDF Site Summary&#65289;&#30340;&#32553;&#20889;&#20986;&#29616;&#30340;&#65292;&#20294;&#36890;&#24120;&#26356;&#22810;&#30340;&#34987;&#35748;&#20026;&#26159;&#23454;&#26102;&#31616;&#21333;&#32858;&#21512;&#65288;Really Simple Syndication&#65289;&#30340;&#24847;&#24605;&#65292;RSS&#21450;&#20854;&#31454;&#20105;&#26684;&#24335;Atom&#65292;&#37117;&#26159;&#32593;&#24535;&#24212;&#29992;&#31243;&#24207;&#33258;&#21160;&#21457;&#24067;&#30340;XML&#32593;&#39029;&#65292;&#20351;&#24471;&#20854;&#20182;&#20010;&#20154;&#36890;&#36807;&#32858;&#21512;&#22120;&#25110;&#31616;&#21333;&#24212;&#29992;&#31243;&#24207;&#35746;&#38405;&#65292;&#25509;&#25910;&#21457;&#34920;&#21040;&#32593;&#24535;&#19978;&#30340;&#25152;&#26377;&#26032;&#25991;&#31456;&#30340;&#20840;&#25991;&#25110;&#37096;&#20998;&#12290;</p><p><br></p><p>This means that, for example, the author is able to monitor over 100 weblogs on a daily basis for any new items simply by opening an aggregator with no need to visit all the weblogs in question. Further to this, RSS is now used in the traditional publication media. The New York Times, The Guardian, The BBC, and on an academic front The International Review of Research in Open and Distance Learning, all supplying RSS feeds allowing individuals to receive new content through an aggregator.</p><p>&#20030;&#20363;&#26469;&#35828;&#65292;&#31508;&#32773;&#21487;&#20197;&#27599;&#22825;&#30417;&#35270;&#36229;&#36807;&#19968;&#30334;&#20221;&#32593;&#24535;&#30340;&#26032;&#21457;&#24086;&#23376;&#65292;&#21482;&#38656;&#31616;&#21333;&#30340;&#25171;&#24320;&#19968;&#27454;&#32858;&#21512;&#22120;&#32780;&#19981;&#38656;&#35201;&#19968;&#19968;&#35775;&#38382;&#36825;&#20123;&#32593;&#24535;&#12290;&#26356;&#36827;&#19968;&#27493;&#65292;RSS&#29616;&#22312;&#24050;&#34987;&#29992;&#20110;&#20256;&#32479;&#20986;&#29256;&#23186;&#20307;&#12290;&#32445;&#32422;&#26102;&#25253;&#12289;&#21355;&#25253;&#12289;&#33521;&#22269;&#24191;&#25773;&#20844;&#21496;&#65292;&#23398;&#26415;&#21069;&#27839;&#12298;&#24320;&#25918;&#19982;&#36828;&#31243;&#23398;&#20064;&#30740;&#31350;&#22269;&#38469;&#35780;&#35770;&#12299;&#65292;&#37117;&#25903;&#25345;RSS&#35746;&#38405;&#28304;&#65292;&#35753;&#20010;&#20154;&#36890;&#36807;&#32858;&#21512;&#22120;&#25509;&#25910;&#26368;&#26032;&#20869;&#23481;&#12290;</p><p><br></p><p><b>Weblogs facilitating communities of inquiry</b></p><p><b>&#32593;&#24535;&#20419;&#36827;&#25506;&#31350;&#31038;&#21306;</b></p><p><br></p><p>As with the discussion board, weblogs can vary dramatically. Many popular weblogs, for example, have no comments facilities as they frequently attract vigorous debate and often, especially with political subjects, a degree of abuse. Weblogs can also offer very limited RSS feeds, inefficient trackback tools or comments features that do not allow for notification of new postings through RSS or Atom feeds or email. However, on the whole and at the time of writing, the features supplied by the major weblog providers allow the user to communicate in the manner described above and hence an examination of the degree to which this medium can effectively facilitate the successful formation of a community of inquiry can be prefaced by an assumption of these fundamental capabilities.</p><p>&#21644;&#35752;&#35770;&#29256;&#19968;&#26679;&#65292;&#32593;&#24535;&#24418;&#24577;&#21464;&#21270;&#38750;&#24120;&#22823;&#12290;&#27604;&#22914;&#65292;&#35768;&#22810;&#27969;&#34892;&#32593;&#24535;&#65292;&#37117;&#27809;&#26377;&#35780;&#35770;&#21151;&#33021;&#65292;&#22240;&#20026;&#20182;&#20204;&#24448;&#24448;&#20250;&#21560;&#24341;&#22823;&#37327;&#28608;&#28872;&#20105;&#36777;&#65292;&#23588;&#20854;&#26159;&#24102;&#26377;&#36807;&#22810;&#25919;&#27835;&#35805;&#39064;&#30340;&#26102;&#20505;&#12290;&#32593;&#24535;&#20063;&#21487;&#20197;&#25552;&#20379;&#38750;&#24120;&#26377;&#38480;&#30340;RSS&#35746;&#38405;&#28304;&#65292;&#20302;&#25928;&#30340;&#24341;&#29992;&#36890;&#21578;&#24037;&#20855;&#25110;&#35780;&#35770;&#21151;&#33021;&#65292;&#19981;&#20801;&#35768;&#36890;&#36807;RSS&#25110;Atom&#35746;&#38405;&#28304;&#21644;&#37038;&#20214;&#25552;&#37266;&#26032;&#24086;&#23376;&#12290;&#28982;&#32780;&#65292;&#24635;&#30340;&#26469;&#35828;&#65292;&#22312;&#20889;&#20316;&#30340;&#26102;&#20505;&#65292;&#30001;&#20027;&#35201;&#32593;&#24535;&#25552;&#20379;&#21830;&#25552;&#20379;&#30340;&#21151;&#33021;&#20801;&#35768;&#29992;&#25143;&#20197;&#19978;&#36848;&#26041;&#24335;&#20132;&#27969;&#65292;&#24182;&#30001;&#27492;&#32771;&#23519;&#36825;&#19968;&#23186;&#20307;&#33021;&#22815;&#22312;&#20309;&#31181;&#31243;&#24230;&#19978;&#26377;&#25928;&#20419;&#36827;&#25104;&#21151;&#30340;&#24418;&#25104;&#25506;&#31350;&#31038;&#21306;&#65292;&#32780;&#25506;&#31350;&#31038;&#21306;&#21487;&#20197;<font style="background-color:#ff0000">&#34987;&#30475;&#20316;&#36825;&#20123;&#22522;&#26412;&#21151;&#33021;&#30340;&#20551;&#35774;&#21069;&#25552;</font>&#12290;</p><p><br></p><p>In terms establishing social presence it can be argued that weblogs offer a significant opportunity for users to project themselves as &ldquo;real&rdquo; people. Primarily the blogger is writing to their own area and context, designed to their liking (if the blogger is not a web designer there are a wide range of templates available with every provider) and developing on their previous postings from the online persona they have developed. Indeed, the fact that the blogger is also able to retain ownership of their writing, edit at will, refer to previous items and ideas, and control in its entirety the space and manner in which the weblog is published, can significantly augment their control over their expression and hence increase the opportunity to project and the motivation for doing so.</p><p>&#20174;&#24314;&#31435;&#31038;&#20250;&#23384;&#22312;&#30340;&#35282;&#24230;&#26469;&#35828;&#65292;&#21487;&#20197;&#35828;&#32593;&#24535;&#20026;&#29992;&#25143;&#25552;&#20379;&#20102;&#19968;&#20010;&#26174;&#33879;&#30340;&#26426;&#20250;&#21435;&#23637;&#31034;&#33258;&#25105;&#65292;&#23637;&#31034;&#25104;&#19968;&#20010;&#30495;&#27491;&#30340;&#20154;&#12290;&#39318;&#20808;&#65292;&#21338;&#23458;&#26159;&#22312;&#20182;&#20204;&#33258;&#24049;&#30340;&#39046;&#22495;&#21644;&#29615;&#22659;&#20013;&#20889;&#20316;&#65292;&#20381;&#29031;&#33258;&#24049;&#30340;&#21916;&#22909;&#35774;&#35745;&#65288;&#22914;&#26524;&#21338;&#23458;&#19981;&#26159;&#32593;&#39029;&#35774;&#35745;&#32773;&#65292;&#27599;&#20010;&#25552;&#20379;&#21830;&#20063;&#25552;&#20379;&#24191;&#27867;&#30340;&#27169;&#26495;&#20351;&#29992;&#65289;&#65292;<font style="background-color:#ffff00">&#23436;&#21892;&#20182;&#20204;&#22312;&#25317;&#26377;&#32593;&#19978;&#36523;&#20221;&#20043;&#21069;&#23601;&#24050;&#32463;&#24320;&#22987;&#30340;&#20316;&#21697;</font>&#12290;&#20107;&#23454;&#19978;&#65292;&#21338;&#23458;&#20063;&#33021;&#22815;&#20445;&#30041;&#20182;&#20204;&#33258;&#24049;&#30340;&#20889;&#20316;&#26435;&#65292;&#38543;&#24847;&#20889;&#20316;&#65292;&#21442;&#32771;&#20197;&#21069;&#30340;&#20316;&#21697;&#21644;&#24605;&#36335;&#65292;&#20915;&#23450;&#21457;&#24067;&#32593;&#24535;&#30340;&#31354;&#38388;&#21644;&#26041;&#24335;&#65292;&#21487;&#20197;&#26174;&#33879;&#22686;&#24378;&#20182;&#20204;&#23545;&#20854;&#34920;&#36798;&#30340;&#25511;&#21046;&#21147;&#65292;&#24182;&#22240;&#27492;&#22686;&#21152;&#23637;&#31034;&#30340;&#26426;&#20250;&#21644;&#36825;&#26679;&#20570;&#30340;&#21160;&#26426;&#12290;</p><p><br></p><p>Further, while the primary tool of communication in weblogs is text, users are equally able to &ldquo;photoblog&rdquo;, &ldquo;audioblog&rdquo; or &ldquo;videoblog&rdquo; their entries and all of these kinds of projections are made to an audience that the blogger may well be largely aware of through currently evolving tools indicating subscribers to webfeeds as well as their hyperlinked &ldquo;blogosphere&rdquo;. Hence the blogger is able to express themselves through multiple media and assess, at the least, their immediate audience and, to an extent, their wider readership.</p><p>&#27492;&#22806;&#65292;&#34429;&#28982;&#32593;&#24535;&#30340;&#20027;&#35201;&#20132;&#27969;&#24037;&#20855;&#26159;&#25991;&#23383;&#65292;&#20294;&#26159;&#29992;&#25143;&#21516;&#26679;&#20063;&#33021;&#22815;&#20351;&#29992;&#25668;&#24433;&#32593;&#24535;&#12289;&#38899;&#39057;&#32593;&#24535;&#12289;&#35270;&#39057;&#32593;&#24535;&#21457;&#24067;&#20182;&#20204;&#30340;&#20316;&#21697;&#65292;&#32780;&#19988;&#25152;&#26377;&#36825;&#20123;&#31867;&#22411;&#30340;&#23637;&#31034;&#37117;&#26159;&#20026;&#35266;&#20247;&#32780;&#20316;&#65292;<font style="background-color:#ffff00">&#21338;&#23458;&#24456;&#21487;&#33021;&#22312;&#24456;&#22823;&#31243;&#24230;&#19978;&#24847;&#35782;&#21040;&#65292;&#36890;&#36807;&#24403;&#21069;&#19981;&#26029;&#21457;&#23637;&#30340;&#24037;&#20855;&#25552;&#37266;&#35746;&#38405;&#32773;&#20449;&#24687;&#28304;&#20197;&#21450;&#20182;&#20204;&#38142;&#25509;&#30340;&#32593;&#24535;&#22280;</font>&#12290;&#22240;&#27492;&#65292;&#21338;&#23458;&#33021;&#22815;&#36890;&#36807;&#22810;&#31181;&#23186;&#20307;&#21644;&#35780;&#20272;&#26041;&#24335;&#26469;&#34920;&#36798;&#33258;&#36523;&#65292;&#33267;&#23569;&#65292;&#20182;&#20204;&#26368;&#25509;&#36817;&#35266;&#20247;&#65292;&#22312;&#26576;&#31181;&#31243;&#24230;&#19978;&#65292;&#26368;&#25509;&#36817;&#20182;&#20204;&#26356;&#24191;&#27867;&#30340;&#35835;&#32773;&#32676;&#12290;</p><p><br></p><p>However, to simply be able to project oneself in online communication is not to be able to necessarily &ldquo;construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry&rdquo; as stipulated by Garrison et al. to be necessary for the development of effective cognitive presence. Weblogs undoubtedly support sustained discourse as evidenced by the development and spread of memes and the ever developing nature of the blogosphere (Bloom 2003), but a question asked by many engaging with the technology is the extent to which this discourse is reflective, critical and purposeful. While, for example, this kind of discourse is not apparent in the majority of weblogging systems developed largely for socialising among teenagers, the charge that this invalidates the medium is inappropriate due to the breadth of use of weblogging.</p><p>&#28982;&#32780;&#65292;&#33021;&#22815;&#22312;&#32593;&#19978;&#20132;&#27969;&#20013;&#23637;&#31034;&#33258;&#24049;&#65292;&#19981;&#19968;&#23450;&#33021;&#22815;&ldquo;&#36890;&#36807;&#22312;&#25209;&#21028;&#24615;&#25506;&#31350;&#31038;&#21306;&#20013;&#21453;&#24605;&#21644;&#35752;&#35770;&#65292;&#26500;&#24314;&#24182;&#30830;&#35748;&#24847;&#20041;&rdquo;&#65292;&#27491;&#22914;&#21152;&#37324;&#26862;&#31561;&#20154;&#25152;&#35201;&#27714;&#30340;&#37027;&#26679;&#65292;<font style="background-color:#ff0000">&#25104;&#20026;&#26377;&#25928;&#35748;&#30693;&#23384;&#22312;&#30340;&#21457;&#23637;&#25152;&#24517;&#38656;&#30340;</font>&#12290;&#32593;&#24535;&#26080;&#30097;&#25903;&#25345;&#25345;&#32493;&#35848;&#35805;&#65292;&#24182;&#24471;&#21040;&#25991;&#21270;&#22522;&#22240;&#30340;&#20256;&#25773;&#19982;&#21457;&#23637;&#30340;&#35777;&#26126;&#65292;&#20197;&#21450;&#32593;&#24535;&#22280;&#23376;&#27704;&#36828;&#19981;&#26029;&#21457;&#23637;&#30340;&#26412;&#36136;&#65288;Bloom 2003&#65289;&#30340;&#35777;&#26126;&#65292;&#20294;&#26159;&#35768;&#22810;&#19982;&#35813;&#25216;&#26415;&#25171;&#20132;&#36947;&#30340;&#20154;&#38382;&#21450;&#19968;&#20010;&#38382;&#39064;&#65306;&#35848;&#35805;&#22312;&#20309;&#31181;&#31243;&#24230;&#19978;&#31639;&#26159;&#21453;&#24605;&#30340;&#12289;&#25209;&#21028;&#30340;&#12289;&#26377;&#38024;&#23545;&#24615;&#30340;&#12290;&#27604;&#22914;&#65292;&#34429;&#28982;&#22312;&#26126;&#26174;&#20026;&#31038;&#20250;&#21270;&#38738;&#23569;&#24180;&#24320;&#21457;&#30340;&#20027;&#27969;&#32593;&#24535;&#31995;&#32479;&#20013;&#65292;&#36825;&#31867;&#35848;&#35805;&#24182;&#19981;&#21576;&#29616;&#34920;&#38754;&#21270;&#65292;&#20294;&#26159;&#26377;&#20154;&#25351;&#36131;&#30001;&#20110;&#32593;&#24535;&#30340;&#36807;&#24230;&#20351;&#29992;&#65292;<font style="background-color:#ff0000">&#23548;&#33268;&#36825;&#19968;&#23186;&#20307;&#30340;&#26080;&#25928;</font>&#12290;</p><p><br></p><p>A weblog is a reflective medium (hence comparisons with and use as journals and diaries), and the nature of publishing to an audience in a manner that will be archived, can be referred to and for which the author maintains responsibility and ownership has developed a certain style of expression. Certain research (Herring et al. 2004) across the blogging spectrum has indicated that there is a possibility that weblogs encourage significantly more in-depth and extended writing than communication by email or through discussion board environments and yet less extensive than more formal modes of publication, producing in an academic sense a kind of discourse somewhere between the conversational and the article. The value of this is evidenced through numerous examples of academic weblogs taking advantage of weblogs in order to engage with their peers and students and to reflect on their own learning (e.g. PhDWeblogs, Crooked Timber).</p><p>&#32593;&#24535;&#26159;&#19968;&#31181;&#21453;&#24605;&#23186;&#20171;&#65288;&#22240;&#27492;&#21487;&#20197;&#19982;&#26399;&#21002;&#21644;&#26085;&#35760;&#20316;&#27604;&#36739;&#65292;&#20063;&#21487;&#26367;&#20195;&#20351;&#29992;&#65289;&#65292;&#20197;&#21450;&#19968;&#21457;&#24067;&#21040;&#35266;&#20247;&#37027;&#37324;&#22312;&#26576;&#31181;&#24847;&#20041;&#19978;&#23601;&#34987;&#24402;&#26723;&#30340;&#26412;&#36136;&#65292;&#21487;&#20197;&#34987;&#31216;&#20316;&#65292;&#20063;&#26159;&#20026;&#20102;&#20316;&#32773;&#20027;&#24352;&#30340;&#36131;&#20219;&#21644;&#25152;&#26377;&#26435;&#65292;&#24050;&#32463;&#21046;&#23450;&#20102;&#19968;&#31181;&#30830;&#20999;&#30340;&#34920;&#36798;&#26041;&#24335;&#12290;&#26576;&#20123;&#30740;&#31350;&#65288;Herring &#31561; 2004&#65289;&#36890;&#36807;&#32593;&#24535;&#31995;&#21015;&#20998;&#26512;&#65292;&#34920;&#26126;&#26377;&#19968;&#31181;&#21487;&#33021;&#24615;&#65292;&#21363;&#32593;&#24535;&#26126;&#26174;&#40723;&#21169;&#26356;&#28145;&#20837;&#26356;&#24191;&#27867;&#30340;&#20889;&#20316;&#32780;&#19981;&#26159;&#36890;&#36807;&#30005;&#23376;&#37038;&#20214;&#20132;&#27969;&#25110;&#32773;&#36890;&#36807;&#35752;&#35770;&#29256;&#29615;&#22659;&#20132;&#27969;&#65292;&#20294;&#26159;&#36828;&#23567;&#20110;&#26356;&#20026;&#27491;&#24335;&#30340;&#20986;&#29256;&#27169;&#24335;&#65292;<font style="background-color:#ff0000">&#20250;&#35848;&#21644;&#25991;&#31456;&#20043;&#38388;&#26576;&#22788;&#20135;&#29983;&#30340;</font>&#23398;&#26415;&#24847;&#20041;&#19978;&#30340;&#35848;&#35805;&#12290;&#20854;&#20215;&#20540;&#23601;&#26159;&#36890;&#36807;&#24456;&#22810;&#23398;&#26415;&#32593;&#24535;&#30340;&#20363;&#23376;&#24471;&#21040;&#35777;&#26126;&#65292;&#36825;&#20123;&#32593;&#24535;&#20026;&#20102;&#19982;&#20854;&#21516;&#20107;&#21644;&#23398;&#29983;&#25171;&#20132;&#36947;&#20197;&#21450;&#21453;&#24605;&#33258;&#24049;&#30340;&#23398;&#29983;&#65292;<font style="background-color:#ff0000">&#32780;&#36816;&#29992;&#32593;&#24535;&#30340;&#20248;&#21183;</font>&#65288;&#22914;&#65292;PhDWeblogs, Crooked Timber&#65289;&#12290;</p><p><br></p><p>It could be argued that in terms of facilitating effective teacher presence, weblogs are even less potent than discussion boards in their ability to empower the teacher to design, facilitate or direct cognitive and social processes towards valuable educational outcomes. This argument can be based on the premise that a teachers weblog is essentially entirely separate to a learners weblog and the learner under no compulsion to read the teachers weblog. However, Clay Shirky observed in his essay &ldquo;Power Laws, Weblogs and Inequality&rdquo; (2003) that invariably, weblogs fall into a &ldquo;balance of inequality&rdquo; in the same way that any system does if allowed &ldquo;the very act of choosing&rdquo; which &ldquo;spread widely enough and freely enough, creates a power law distribution&rdquo;. Effective use of a weblog by a teacher arguably places them as an organic central node to the class, and given the simplicity with which students would be able to aggregate their webfeed and the selective &ldquo;push&rdquo; nature of this kind of aggregation &ndash; where webfeeds are, despite being &ldquo;pulled&rdquo; by the users aggregator, apparent to the end user as a pushed form of communication in much the same way as email &ndash; it is far more likely that the teacher will be able to facilitate and direct cognitive and social processes.</p><p>&#21487;&#20197;&#35748;&#20026;&#65292;&#23601;&#20419;&#36827;&#26377;&#25928;&#25945;&#24072;&#23384;&#22312;&#32780;&#35328;&#65292;&#22312;&#35753;&#25945;&#24072;&#33021;&#22815;&#35774;&#35745;&#12289;&#21327;&#21161;&#25110;&#24341;&#23548;&#35748;&#30693;&#21644;&#31038;&#20250;&#36807;&#31243;&#26397;&#21521;&#26377;&#20215;&#20540;&#30340;&#25945;&#32946;&#25104;&#26524;&#26041;&#38754;&#65292;&#32593;&#24535;&#29978;&#33267;&#27604;&#35752;&#35770;&#29256;&#26356;&#27809;&#26377;&#25928;&#26524;&#12290;&#36825;&#19968;&#35770;&#28857;&#24314;&#31435;&#30340;&#21069;&#25552;&#26159;&#65292;&#25945;&#24072;&#32593;&#24535;&#22522;&#26412;&#19978;&#23436;&#20840;&#38548;&#31163;&#20110;&#23398;&#20064;&#32773;&#32593;&#24535;&#65292;&#24182;&#19988;&#27809;&#26377;&#24378;&#21046;&#23398;&#29983;&#38405;&#35835;&#25945;&#24072;&#32593;&#24535;&#12290;&#28982;&#32780;&#65292;&#20312;&#30922;&#22312;&#20854;&#35770;&#25991;&#12298;&#20901;&#24459;&#12289;&#32593;&#24535;&#21644;&#19981;&#24179;&#31561;&#12299;&#65288;2003&#65289;&#20013;&#35266;&#23519;&#21040;&#65292;&#26080;&#19968;&#20363;&#22806;&#30340;&#65292;&#32593;&#24535;&#38519;&#20837;&#20102;&ldquo;&#19981;&#24179;&#31561;&#30340;&#24179;&#34913;&rdquo;&#65292;&#20219;&#20309;&#21482;&#35201;&#20801;&#35768;&ldquo;<font style="background-color:#ff0000">&#38750;&#24120;&#30340;&#36873;&#25321;&#34892;&#20026;</font>&rdquo;&#30340;&#31995;&#32479;&#37117;&#20250;&#38519;&#20837;&#30340;&#22659;&#22320;&#12290;&ldquo;&#38750;&#24120;&#36873;&#25321;&#34892;&#20026;&rdquo;&#65292;&ldquo;&#20256;&#25773;&#36275;&#22815;&#24191;&#27867;&#21644;&#33258;&#30001;&#30340;&#35805;&#65292;&#23601;&#20250;&#20135;&#29983;&#20901;&#24459;&#20998;&#24067;&rdquo;&#12290;&#25945;&#24072;&#23545;&#32593;&#24535;&#30340;&#26377;&#25928;&#20351;&#29992;&#65292;&#21487;&#20197;&#35828;&#26159;&#23558;&#20854;&#24403;&#20316;&#35838;&#22530;&#30340;&#26377;&#26426;&#20013;&#22830;&#33410;&#28857;&#65292;&#24182;&#19988;&#23613;&#21487;&#33021;&#31616;&#21333;&#30340;&#25552;&#20379;&#32473;&#23398;&#29983;&#65292;&#35753;&#23398;&#29983;&#33021;&#22815;&#32858;&#21512;&#20182;&#20204;&#30340;&#35746;&#38405;&#28304;&#65292;&#21033;&#29992;&#36825;&#31867;&#32858;&#21512;&#30340;&#25512;&#36865;&#29305;&#24615;&mdash;&mdash;&#23613;&#31649;&#22312;&#35746;&#38405;&#28304;&#37027;&#36793;&#26159;&#29992;&#25143;&#38405;&#35835;&#22120;&#22312;&ldquo;&#25289;&#21462;&rdquo;&#65292;&#26174;&#28982;&#65292;&#23545;&#20110;&#32456;&#31471;&#29992;&#25143;&#25512;&#36865;&#24418;&#24335;&#30340;&#20132;&#27969;&#26356;&#31867;&#20284;&#20110;&#30005;&#23376;&#37038;&#20214;&mdash;&mdash;&#26356;&#26377;&#21487;&#33021;&#30340;&#26159;&#25945;&#24072;&#23558;&#33021;&#22815;&#20419;&#36827;&#21644;&#24341;&#23548;&#35748;&#30693;&#21644;&#31038;&#20250;&#36807;&#31243;&#12290;</p><p><br></p><p>In terms of design, however, it appears in a basic sense that there is little in weblogs that can be controlled in order to reach this outcome. While discussion boards can be placed alongside content in packaged courses and with limited opportunities to use the technology in ways unforseen by the designer, a weblog is essentially free-form and there is little, besides providing templates, guidelines and facilitating the group as a whole that the teacher can do to actively impact on the technical structure of their experience. However, to introduce the metaphor of the traditional classroom, it is reasonable to ask to what extent cognitive and social processes can be impacted on and to what degree this is desirable within any context. For example, if a class is rigidly structured so that activities take place at fixed and inflexible times, contains set subject matter and students are assessed through standard matrixes, the teacher takes little consideration of the benefits of learner-driven experiences, and the vastly different requirements and approaches of individual students as stressed by Gardner (1989). Naturally this is not to say that an anarchistic structure is appropriate but rather to suggest that one of the key attributes of weblogs is that they have within them &ldquo;incorporated subversion&rdquo; (Squires 1999) which allows learners to express themselves and explore their context in ways independent of the original designers intentions:</p><p>&#28982;&#32780;&#65292;&#20026;&#20102;&#36798;&#33268;&#36825;&#19968;&#25104;&#26524;&#65292;&#20174;&#26681;&#26412;&#19978;&#35828;&#65292;&#35774;&#35745;&#20284;&#20046;&#23545;&#32593;&#24535;&#27809;&#26377;&#20160;&#20040;&#25511;&#21046;&#21147;&#12290;&#34429;&#28982;&#22312;&#21253;&#35013;&#22909;&#30340;&#35838;&#31243;&#20013;&#65292;&#35752;&#35770;&#29256;&#21487;&#20197;&#21644;&#20869;&#23481;&#25918;&#32622;&#22312;&#19968;&#36215;&#65292;&#20197;&#35774;&#35745;&#24072;&#39044;&#26009;&#20043;&#22806;&#30340;&#26041;&#24335;&#20351;&#29992;&#25216;&#26415;&#30340;&#26426;&#20250;&#26377;&#38480;&#65292;&#20294;&#26159;&#32593;&#24535;&#26412;&#36136;&#19978;&#26159;&#19968;&#31181;&#33258;&#30001;&#24418;&#24577;&#65292;&#24182;&#19988;&#25552;&#20379;&#27169;&#26495;&#12289;&#25351;&#21335;&#65292;&#24182;&#20419;&#36827;&#25945;&#24072;&#32676;&#20307;&#20316;&#20026;&#19968;&#20010;&#25972;&#20307;&#23545;&#20854;&#25152;&#20307;&#39564;&#30340;&#25216;&#26415;&#32467;&#26500;&#20570;&#20986;&#31215;&#26497;&#24433;&#21709;&#12290;&#19981;&#36807;&#65292;&#20026;&#20102;&#20171;&#32461;&#20256;&#32479;&#35838;&#22530;&#30340;&#38544;&#21947;&#65292;&#35201;&#27714;&#35748;&#30693;&#21644;&#31038;&#20250;&#36807;&#31243;&#21487;&#20197;&#24433;&#21709;&#21040;&#26576;&#31181;&#31243;&#24230;&#65292;&#20197;&#21450;&#22312;&#20219;&#20309;&#24773;&#20917;&#19979;&#36798;&#21040;&#22810;&#22823;&#31243;&#24230;&#30340;&#28385;&#24847;&#65292;&#26159;&#24456;&#21512;&#29702;&#30340;&#12290;&#27604;&#22914;&#65292;&#22914;&#26524;&#19968;&#20010;&#22530;&#35838;&#26159;&#20005;&#26684;&#32452;&#32455;&#31649;&#29702;&#30340;&#65292;&#20854;&#20013;&#30340;&#27963;&#21160;&#37117;&#26377;&#22266;&#23450;&#30340;&#19981;&#28789;&#27963;&#30340;&#27425;&#25968;&#65292;&#21253;&#21547;&#35774;&#23450;&#22909;&#30340;&#20027;&#39064;&#65292;&#35201;&#27714;&#23398;&#29983;&#36890;&#36807;&#26631;&#20934;&#21270;&#29615;&#22659;&#30340;&#35780;&#20272;&#65292;&#25945;&#24072;&#20960;&#20046;&#19981;&#32771;&#34385;&#21152;&#24503;&#32435;&#25152;&#24378;&#35843;&#30340;&#65288;1989&#65289;&#65306;&#23398;&#20064;&#32773;&#39537;&#21160;&#20307;&#39564;&#30340;&#30410;&#22788;&#12289;&#23398;&#29983;&#20010;&#20307;&#25130;&#28982;&#19981;&#21516;&#30340;&#38656;&#27714;&#21644;&#26041;&#27861;&#12290;&#24403;&#28982;&#65292;&#36825;&#24182;&#19981;&#26159;&#35828;&#65292;&#38656;&#35201;&#19968;&#20010;&#26080;&#25919;&#24220;&#20027;&#20041;&#32467;&#26500;&#65292;&#32780;&#26159;&#35201;&#34920;&#26126;&#65292;&#32593;&#24535;&#30340;&#20851;&#38190;&#23646;&#24615;&#20043;&#19968;&#65292;&#26159;&#20182;&#20204;&#21253;&#21547;&ldquo;&#20869;&#22312;&#30340;&#39072;&#35206;&rdquo;&#65288;Squires 1999&#65289;&#65292;&#36825;&#21487;&#20197;&#35753;&#23398;&#20064;&#32773;&#34920;&#36798;&#33258;&#24049;&#65292;&#22312;&#19981;&#21463;&#21407;&#21021;&#35774;&#35745;&#32773;&#30340;&#24847;&#22270;&#32422;&#26463;&#30340;&#24773;&#20917;&#19979;&#25506;&#31350;&#20182;&#20204;&#30340;&#29615;&#22659;&#65306;</p><p><br></p><p>Rather than design with constraint in mind, design with freedom and flexibility in mind &hellip; this emphasises the active and purposeful role of learners in configuring learning environments to resonate with their own needs, echoing the notions of learning with technology through &ldquo;mindful engagement&rdquo; (Squires 1999 p. 1)</p><p>&#19982;&#20854;&#22312;&#22836;&#33041;&#20013;&#24102;&#30528;&#32422;&#26463;&#21435;&#35774;&#35745;&#65292;&#19981;&#22914;&#22312;&#22836;&#33041;&#20013;&#33258;&#30001;&#28789;&#27963;&#30340;&#35774;&#35745;&hellip;&hellip;&#22312;&#20026;&#24341;&#36215;&#23398;&#20064;&#32773;&#33258;&#36523;&#38656;&#27714;&#20849;&#40483;&#12289;&#21628;&#24212;&#36890;&#36807;&ldquo;&#20840;&#24515;&#25237;&#20837;&rdquo;&#65288;Squires 1999 p. 1&#65289;&#36816;&#29992;&#25216;&#26415;&#36827;&#34892;&#23398;&#20064;&#30340;&#35266;&#24565;&#32780;&#37197;&#32622;&#23398;&#20064;&#29615;&#22659;&#26102;&#65292;&#24378;&#35843;&#31215;&#26497;&#32780;&#26377;&#30446;&#30340;&#30340;&#23398;&#20064;&#32773;&#35282;&#33394;&#12290;</p><p><br></p><p>Consequently, to introduce another physical and familiar metaphor, it is not to the town-planners&rsquo; city that one might look when designing the communication tools of an OLE but rather to the &ldquo;natural&rdquo; city, evolving as it has done to meet the needs and actions of the individuals within it. Writing in 1965, Christopher Alexander compared the tree-like structure of the modern, designed city to the semilattice of natural cities and concluded that:</p><p>&#22240;&#27492;&#65292;&#20026;&#20102;&#20171;&#32461;&#21478;&#19968;&#20010;&#29616;&#23454;&#30340;&#29087;&#24713;&#30340;&#38544;&#21947;&#65292;&#22312;&#35774;&#35745;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#30340;&#20132;&#27969;&#24037;&#20855;&#26102;&#65292;&#30475;&#19978;&#21435;&#23427;&#19981;&#26159;&#22478;&#24066;&#35268;&#21010;&#32773;&#35774;&#35745;&#20986;&#26469;&#30340;&#22478;&#24066;&#65292;&#32780;&#26159;&#19968;&#24231;&ldquo;&#33258;&#28982;&#24418;&#25104;&#30340;&rdquo;&#22478;&#24066;&#65292;&#38543;&#30528;&#28385;&#36275;&#20854;&#20013;&#20010;&#20307;&#30340;&#34892;&#20026;&#21644;&#38656;&#27714;&#32780;&#19981;&#26029;&#21457;&#23637;&#12290;&#20811;&#37324;&#26031;&#25176;&#24343;&middot;&#20122;&#21382;&#23665;&#22823;&#22312;&#20854;&#19968;&#20061;&#20845;&#20116;&#24180;&#30340;&#33879;&#20316;&#20013;&#27604;&#36739;&#20102;&#29616;&#20195;&#26641;&#29366;&#32467;&#26500;&#35774;&#35745;&#19979;&#30340;&#22478;&#24066;&#21644;&#33258;&#28982;&#21457;&#23637;&#20986;&#26469;&#30340;&#22478;&#24066;&#30340;&#21322;&#26684;&#29366;&#24577;&#65292;&#24182;&#24471;&#20986;&#32467;&#35770;&#65306;</p><p><br></p><p>For the human mind, the tree is the easiest vehicle for complex thoughts. But the city is not, cannot and must not be a tree. The city is a receptacle for life. If the receptacle severs the overlap of the strands of life within it, because it is a tree, it will be like a bowl full of razor blades on edge, ready to cut up whatever is entrusted to it. In such a receptacle life will be cut to pieces. If we make cities which are trees, they will cut our life within to pieces. (Alexander, 1965) </p><p>&#23545;&#20110;&#20154;&#30340;&#24515;&#28789;&#65292;&#26641;&#26159;&#22797;&#26434;&#24605;&#24819;&#30340;&#26368;&#31616;&#21333;&#36733;&#20307;&#12290;&#20294;&#22478;&#24066;&#19981;&#26159;&#65292;&#20063;&#19981;&#33021;&#26159;&#65292;&#24517;&#39035;&#19981;&#26159;&#19968;&#26869;&#26641;&#12290;&#22478;&#24066;&#26159;&#29983;&#21629;&#30340;&#23481;&#22120;&#12290;&#22914;&#26524;&#36825;&#19968;&#23481;&#22120;&#20999;&#26029;&#20102;&#20854;&#20013;&#29983;&#21629;&#38142;&#30340;&#32852;&#31995;&#65292;<font style="background-color:#ff0000">&#30001;&#20110;&#23427;&#26159;&#19968;&#26869;&#26641;&#65292;&#23601;&#20250;&#20687;&#19968;&#21482;&#36793;&#32536;&#38155;&#21033;&#22914;&#20992;&#29255;&#30340;&#30424;&#23376;&#65292;&#38543;&#26102;&#20934;&#22791;&#20999;&#24320;&#32780;&#19981;&#31649;&#37324;&#38754;&#35013;&#30340;&#26159;&#20160;&#20040;</font>&#12290;&#22312;&#36825;&#26679;&#30340;&#23481;&#22120;&#37324;&#65292;&#29983;&#21629;&#23558;&#34987;&#20999;&#25104;&#30862;&#29255;&#12290;&#22914;&#26524;&#25105;&#20204;&#25353;&#29031;&#26641;&#30340;&#32467;&#26500;&#24314;&#36896;&#22478;&#24066;&#65292;&#20182;&#20204;&#23558;&#20196;&#25105;&#20204;&#30340;&#29983;&#27963;&#25903;&#31163;&#30772;&#30862;&#12290;&#65288;Alexander, 1965&#65289;</p><p><br></p><p>And as our teaching and learning environments increasingly move online, it is precisely this opportunity of operating as a &ldquo;receptacle for life&rdquo; which weblogs provide, as opposed to the delineated structure of a discussion board. This allows a teacher to implement designs, critically incorporating subversion, which can be argued to give a learner an opportunity to realistically develop &ldquo;personally meaningful and educationally worthwhile learning outcomes&rdquo;.</p><p>&#24182;&#19988;&#65292;&#38543;&#30528;&#25105;&#20204;&#30340;&#25945;&#32946;&#21644;&#23398;&#20064;&#29615;&#22659;&#26085;&#30410;&#36801;&#31227;&#21040;&#32593;&#19978;&#65292;&#27491;&#26159;&#36825;&#31181;&#25805;&#20316;&#26426;&#20250;&#20316;&#20026;&#32593;&#24535;&#25552;&#20379;&#30340;&ldquo;&#29983;&#21629;&#30340;&#23481;&#22120;&rdquo;&#65292;&#20316;&#20026;&#35752;&#35770;&#29256;&#21010;&#23450;&#30340;&#32467;&#26500;&#30340;&#23545;&#31435;&#38754;&#20986;&#29616;&#12290;&#36825;&#20801;&#35768;&#25945;&#24072;&#23454;&#26045;&#35774;&#35745;&#12289;&#25209;&#21028;&#24615;&#30340;&#20174;&#20869;&#37096;&#29926;&#35299;&#65292;&#36825;&#21487;&#20197;&#35828;&#32473;&#20102;&#23398;&#20064;&#32773;&#19968;&#20010;&#26426;&#20250;&#65292;&#21435;&#20999;&#23454;&#21457;&#23637;&ldquo;&#26377;&#20010;&#20154;&#24847;&#20041;&#30340;&#21644;&#25945;&#32946;&#24847;&#20041;&#30340;&#23398;&#20064;&#25104;&#26524;&rdquo;&#12290;</p><p><br></p><p><b>Conclusion</b></p><p><b>&#32467;&#35770;</b></p><p><br></p><p>The OLE market in Australia is dominated by two systems and as the provision online of whole courses and components of courses grows for both distance learners and those on campus, the impact of these systems on teaching and learning in our institutions grows similarly. As a result it is critical that these systems provide online communication tools that are able to best facilitate the development of communities of inquiry online. As this paper has demonstrated, if the discussion board tool, which forms the basis of asynchronous online communication in both systems, is examined as to the degree to which it is able to facilitate the development of effective social, cognitive and teacher presence, serious doubts are raised about its suitability. Under similar examination, weblog technology can be theoretically seen to more effectively meet the needs of educators seeking to establish a community inquiry online. Consequently, while discussion boards may have a role to play in the shaping of future OLEs it is arguable that this role should be complemented by the implementation, within or alongside these systems, of weblogging functionality.</p><p>&#28595;&#22823;&#21033;&#20122;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#24066;&#22330;&#30001;&#20004;&#22871;&#31995;&#32479;&#25152;&#32479;&#27835;&#65292;&#20026;&#36828;&#31243;&#23398;&#20064;&#32773;&#21644;&#22312;&#26657;&#23398;&#29983;&#25552;&#20379;&#25152;&#26377;&#35838;&#31243;&#21644;&#35838;&#31243;&#32452;&#20214;&#19978;&#32593;&#30340;&#25968;&#37327;&#26085;&#30410;&#22686;&#22810;&#65292;&#36825;&#20123;&#31995;&#32479;&#23545;&#20110;&#25105;&#20204;&#25945;&#32946;&#26426;&#26500;&#37324;&#30340;&#25945;&#23398;&#21644;&#23398;&#20064;&#30340;&#24433;&#21709;&#20063;&#21516;&#26679;&#22686;&#38271;&#12290;&#22240;&#27492;&#65292;&#33267;&#20851;&#37325;&#35201;&#30340;&#26159;&#65292;&#36825;&#20123;&#31995;&#32479;&#25552;&#20379;&#22312;&#32447;&#20132;&#27969;&#24037;&#20855;&#65292;&#33021;&#22815;&#26368;&#26377;&#25928;&#22320;&#20419;&#36827;&#22312;&#32447;&#25506;&#31350;&#31038;&#21306;&#30340;&#21457;&#23637;&#12290;&#27491;&#22914;&#26412;&#25991;&#24050;&#32463;&#35777;&#26126;&#30340;&#65292;&#22914;&#26524;&#35752;&#35770;&#29256;&#24037;&#20855;&mdash;&mdash;&#23427;&#24418;&#25104;&#20102;&#36825;&#20004;&#22871;&#31995;&#32479;&#30340;&#24322;&#27493;&#22312;&#32447;&#20132;&#27969;&#30340;&#22522;&#30784;&#65292;&#34987;&#39564;&#35777;&#22312;&#26576;&#31181;&#31243;&#24230;&#19978;&#20419;&#36827;&#26377;&#25928;&#31038;&#20250;&#12289;&#35748;&#30693;&#21644;&#25945;&#24072;&#23384;&#22312;&#30340;&#21457;&#23637;&#65292;<font style="background-color:#ff0000">&#23601;&#20250;&#24341;&#36215;&#23545;&#20854;&#36866;&#29992;&#24615;&#30340;&#20005;&#37325;&#24576;&#30097;</font>&#12290;&#26681;&#25454;&#31867;&#20284;&#30340;&#26816;&#26597;&#65292;&#32593;&#24535;&#25216;&#26415;&#21487;&#20197;&#22312;&#29702;&#35770;&#19978;&#30475;&#21040;&#26356;&#26377;&#25928;&#22320;&#28385;&#36275;&#25945;&#32946;&#32773;&#23547;&#27714;&#24314;&#31435;&#22312;&#32447;&#25506;&#31350;&#31038;&#21306;&#30340;&#36825;&#20123;&#38656;&#27714;&#12290;&#22240;&#27492;&#65292;&#34429;&#28982;&#35752;&#35770;&#29256;&#21487;&#33021;&#22312;&#22609;&#36896;&#26410;&#26469;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#20013;&#21457;&#25381;&#20316;&#29992;&#65292;&#20294;&#36825;&#31181;&#20316;&#29992;&#26159;&#20540;&#24471;&#21830;&#27063;&#30340;&#65292;&#36825;&#31181;&#20316;&#29992;&#24212;&#35813;&#36741;&#20197;&#22312;&#36825;&#20123;&#31995;&#32479;&#20869;&#37096;&#25110;&#38468;&#36817;&#25191;&#34892;&#32593;&#24535;&#21151;&#33021;&#12290;</p><p><br></p><p>References</p><p>&#21442;&#32771;&#25991;&#29486;</p><p><br></p><p>Abdullah, M. H. (2003) <a class="vt-p" href="http://www.ericdigests.org/2004-1/impact.htm">The Impact of Electronic Communication on Writing</a>. ERIC Clearinghouse on Reading English and Communication, Bloomington IN. [viewed 19 July]<br> Alexander, C. (1965) <a class="vt-p" href="http://www.rudi.net/bookshelf/classics/city/alexander/alexander1.shtml">A City is Not a Tree </a>[viewed 19 July]<br> Berner, R. T. <a class="vt-p" href="http://ts.mivu.org/default.asp?show=article&amp;id=1036">The Benefits of Discussion board Discussion in a Literature of Journalism Course</a>. (2003) The Technology Source [viewed 19 July]<br> Blood, R. (2000) <a class="vt-p" href="http://www.rebeccablood.net/essays/weblog_history.html">Weblogs: a history and perspective </a>[viewed 10 July]<br> Bloom, D. J. (2003) <a class="vt-p" href="http://darkwing.uoregon.edu/%7Ejbloom/APSA03.pdf">The Blogosphere: How a Once-Humble Medium Came to Drive Elite Media Discourse and Influence Public Policy and Elections</a> [viewed 19 July]<br> Brabazon, T. (2003) Digital Hemlock: Internet Education and the Poisoning of Teaching. University of New South Wales Press<br> Bradshaw, J. Hinton, L. (2004) <a class="vt-p" href="http://tojde.anadolu.edu.tr/tojde15/articles/hinton.htm">Benefits of An Online Discussion List in A Traditional Distance Education Course</a>. Turkish Online Journal of Distance Education [viewed 19 July]<br> Brook, C. and Oliver, R. (2003). <a class="vt-p" href="http://www.ascilite.org.au/ajet/ajet19/brook.html">Online learning communities: Investigating a design framework</a>. Australian Journal of Educational Technology, 19(2), 139-160. [viewed 19 July]<br> Collison, G., Elbaum, B., Haavind, S. &amp; Tinker, R. (2000). Facilitating Online Learning. Madison: Atwood Publishing.<br><a class="vt-p" href="http://www.crookedtimber.org/">Crooked Timber</a> [viewed 19 July]<br> Crystal, D. (2001) Language and the Internet. Cambridge University Press<br><a class="vt-p" href="http://www.prometeus.org/PromDocs/SIGS/Pedagogy/ANTONIO_DIAS_DE_FIGUEREIDO_INITIAL.htm">De Figueiredo, A.D. </a>(1998) [viewed 19 July].<br> Dewey, J. (1938) Experience and Education. New York: Macmillan Company<br> Dewey, J. (1897) <a class="vt-p" href="http://www.infed.org/archives/e-texts/e-dew-pc.htm">My Pedagogic Creed</a> The School Journal, 54(3), 77-80 [viewed 18 July]<br><a class="vt-p" href="http://www.edutools.info/">Edutools</a> [viewed 19 July]<br> Farmer, J. (2004) <a class="vt-p" href="http://radio.weblogs.com/0120501/2004/04/28.html#a648">Autonomy in Online (Teaching &amp;) Learning Environments</a> [viewed 19 July]<br> Farmer, J. <a class="vt-p" href="http://incsub.org/blog">incorporated subversion</a> [viewed 19 July]<br> Fiedler, S. (2003). Personal Webpublishing as a reflective conversational tool for self-organized learning. In Burg, T. N. (Ed) Blogtalks.(pp.190-216) Wien: Libri. http://seblogging.cognitivearchitects.com/stories/storyReader$963 draft [viewed 19 July]<br> Freire, P. (1970) <a class="vt-p" href="http://www.marxists.org/subject/education/freire/pedagogy/ch02.htm">Pedagogy of the Oppressed</a>. Continuum Publishing Company [viewed 18 July]<br> Gardner, H. &amp; Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-9.<br> Garrison, R. &amp; Anderson, T. (2003). E-Learning in the 21st Century: A framework for research and practice. Routledge<br> Guarak, L. et al (Eds.) (2004) <a class="vt-p" href="http://blog.lib.umn.edu/blogosphere/">Into the Blogosphere</a> [viewed 10 July 2004]<br> Havalain, A. (2004) <a class="vt-p" href="http://alex.halavais.net/news/archives/000951.html">Scholarati </a>[viewed 19 July]<br> Herring, S.C. Scheidt, L. A. Bonus, S. Wright, W. (2004) <a class="vt-p" href="http://www.ics.uci.edu/%7Ejpd/classes/ics234cw04/herring.pdf">Bridging the Gap: A Genre Analysis of Weblogs</a>. Proceedings of the 37th Hawaii International Conference on System Sciences [viewed 19 July]<br> Hiltz, S. R. (1998). Collaborative learning in asynchronous learning environments: Building learning communities. Paper presented at the WebNet 98 World Conference of the WWW, Internet and Intranet Proceedings, Orlando, Florida.<br> Lawley, L. (2004) <a class="vt-p" href="http://www.corante.com/many/archives/2004/06/24/blog_research_issues.php">Blog Research Issues</a> [viewed 19 July]<br> Levine, A. <a class="vt-p" href="http://jade.mcli.dist.maricopa.edu/alan/">cogdogblog</a>. [viewed 19 July]<br> Liber, O. (2004) <a class="vt-p" href="https://www.inderscience.com/filter.php?aid=3686">Cybernetics, e-learning and the education system</a> International Journal for Learning Technology 1(1) [viewed 19 July]<br> Mack, N. (1998) <a class="vt-p" href="http://www-rcf.usc.edu/%7Ewdutton/comm533/pushtech.html">Push technology: &ldquo;must-have&rdquo; or &ldquo;ho-hum?&rdquo; </a>Nets technologies [viewed 19 July]<br> Moore, A. B. &amp; Brooks, R. (2000). <a class="vt-p" href="http://www.crlra.utas.edu.au/Pages/files/journal/articles/iss1/1Moore&amp;B.pdf">Learning communities and community development: Describing the process</a>. Learning Communities: International Journal of Adult and Vocational Learning, Issue No.1(Nov), 1-15 [viewed 18 July]<br> Palloff, R., &amp; Pratt, K. (1999). Building Learning Communities in Cyberspace. San Francisco: Josey-Bass Publishers<br> Paquet, S. (2002) <a class="vt-p" href="http://www.knowledgeboard.com/cgi-bin/item.cgi?ap=1&amp;id=96934">Personal knowledge publishing and its uses in research</a>. [viewed 18 July].<br> Paulsen, M. F. <a class="vt-p" href="http://www.nettskolen.com/forskning/57/web-edu%20comparative%20reflections.pdf">Online Education Systems in Scandinavian and Australian Universities: A Comparative Study</a> [viewed 18 July]<br><a class="vt-p" href="http://phdweblogs.net/">PhD Weblogs</a> [viewed 19 July]<br> Powazek, D. (2002) Design for Community: The Art of Connecting Real People in Virtual Places. New Riders<br> Prawat, R. S. &amp; Floden, R. E. (1994). Philosophical Perspectives on Constructivist Views of Learning. Educational Psychologist. 29(1), 37-48<br> Rovai, P. A. Building Sense of Community at a Distance, (2002) International Review of Research in Open and Distance Learning<br> Salmon, G. 2000. E-Moderation: The key teaching and learning online, Kogan Page, London<br> Salmon, G. 2002. E-Tivities: The key to active online learning, Kogan Page, London<br> Shirky, C. (2003) <a class="vt-p" href="http://www.shirky.com/writings/powerlaw_weblog.html">Power Laws, Weblogs and Inequality</a> [viewed 19 July]<br><a class="vt-p" href="http://slashdot.org/">Slashdot </a>(2004) [viewed 19 July]<br> Squires, D. (1999) <a class="vt-p" href="http://csdl.computer.org/comp/proceedings/hicss/1999/0001/01/00011079.PDF">Educational Software and Learning: Subversive use and Volatile Design</a>. [viewed 19 July]<br> Stacey, E. (1999) <a class="vt-p" href="http://cade.icaap.org/vol14.2/stacey.html">Collaborative Learning in an Online Environment</a>, Journal of Distance Education, Volume 14.2 [viewed 18 July]<br> Stephenson, J. (Ed) (2001). Teaching and learning online: Pedagogies for new technologies. Kogan Page, London.<br> Perseus Inc. <a class="vt-p" href="http://www.perseus.com/survey/resources/perseus_blogging_iceberg.pdf">The Blogging Iceberg</a>. (2003) [viewed 19 July]<br><a class="vt-p" href="http://en.wikipedia.org/">Wikipedia</a> (2004) [viewed 19 July]<br> Yahoo! Inc. <a class="vt-p" href="http://groups.yahoo.com/">Yahoo! Groups</a>. (2004). [viewed 19 July]</p><br> http://incsub.org/blog/2004/communication-dynamics-discussion-boards-weblogs-and-the-development-of-communities-of-inquiry-in-online-learning-environments<br><br>Orcahttp://www.blogger.com/profile/03415884987803612593noreply@blogger.com0tag:blogger.com,1999:blog-9033329630711909277.post-2205607364615606662010-10-31T17:13:00.001+08:002010-10-31T17:13:19.512+08:00翻译《公共演讲的十个谣言》<h1>The 10 Myths of Public Speaking</h1><h1>&#20844;&#20849;&#28436;&#35762;&#30340;&#21313;&#20010;&#35875;&#35328;</h1><p>By Beverly Cohen, Communications Specialist&nbsp;</p><p>&#20316;&#32773;&#65306;&#26607;&#20136;&#34987;&#65292;&#27807;&#36890;&#19987;&#23478;</p><p><br></p><p id="g5mg">Of all the unproven collective ideas about Public Speaking, none is more commonly accepted than the belief that speaking in public causes <b>death by embarrassment</b>. Nothing can be further from the truth! It&#39;s a myth. No coroner has ever been called upon to examine an embarrassed corpse at a lectern. Most people know intellectually that they won&#39;t really die if they speak in front of a group, yet this irrational fear persists. </p><p id="nwis">&#22312;&#26377;&#20851;&#20844;&#20849;&#28436;&#35762;&#30340;&#25152;&#26377;&#26410;&#32463;&#35777;&#23454;&#30340;&#38598;&#20307;&#35266;&#24565;&#24403;&#20013;&#65292;&#27809;&#26377;&#20160;&#20040;&#27604;&#22312;&#20844;&#24320;&#22330;&#21512;&#28436;&#35762;&#20250;&#23548;&#33268;<b>&#23604;&#23596;&#33268;&#27515;</b>&#65292;&#26356;&#35753;&#20154;&#26222;&#36941;&#25509;&#21463;&#24471;&#20102;&#12290;&#20107;&#23454;&#19978;&#27809;&#26377;&#20160;&#20040;&#27604;&#36825;&#26356;&#33618;&#35884;&#30340;&#20102;&#65281;&#36825;&#26159;&#19968;&#20010;&#35875;&#35328;&#12290;&#20174;&#27809;&#26377;&#39564;&#23608;&#23448;&#34987;&#21483;&#21435;&#26816;&#26597;&#19968;&#20855;&#27515;&#22312;&#35762;&#21488;&#19978;&#30340;&#23608;&#20307;&#12290;&#22823;&#22810;&#25968;&#20154;&#38754;&#23545;&#19968;&#32676;&#20154;&#28436;&#35762;&#30340;&#26102;&#20505;&#65292;&#29702;&#26234;&#19978;&#30456;&#20449;&#33258;&#24049;&#19981;&#20250;&#30495;&#30340;&#27515;&#21435;&#65292;&#20294;&#36825;&#31181;&#38750;&#29702;&#24615;&#30340;&#24656;&#24807;&#20381;&#28982;&#23384;&#22312;&#12290;</p><p id="uw7s"><br></p><p id="nk.u">Here are 9 other <b>myths</b> that, <b>if believed, can cripple the effectiveness </b>of your public speaking style. Dismissing these myths will enable you to have a greater impact on your audience by delivering a more memorable, powerful presentation</p><p id="fqyf">&#36825;&#37324;&#36824;&#26377;&#20854;&#20182;&#20061;&#20010;&#35875;&#35328;&#65292;&#20320;&#22914;&#26524;&#20449;&#20102;&#65292;&#23601;&#20250;&#21066;&#24369;&#20320;&#20844;&#20849;&#30740;&#31350;&#39118;&#26684;&#30340;&#25928;&#26524;&#12290;&#22312;&#20570;&#26356;&#20026;&#38590;&#24536;&#30340;&#26377;&#21147;&#30340;&#28436;&#35762;&#30340;&#26102;&#20505;&#65292;&#28040;&#38500;&#36825;&#20123;&#35875;&#35328;&#20250;&#23545;&#20320;&#30340;&#21548;&#20247;&#20135;&#29983;&#26356;&#22823;&#30340;&#24433;&#21709;&#12290;</p><p id="pzs."><br></p><ol id="gv:d36"><li id="ad:k"><b>Introductions aren&#39;t important.</b> Introductions are too critical to leave to chance. They prepare the audience for your message. Write your own introduction, and be sure the person who is introducing you pronounces your name correctly.<br id="gv:d44"></li><li id="b-yu">&#31616;&#20171;&#24182;&#19981;&#37325;&#35201;&#12290;&#25226;&#31616;&#20171;&#20132;&#32473;&#21035;&#20154;&#22826;&#36807;&#21361;&#38505;&#12290;&#20182;&#20204;&#20026;&#21548;&#20247;&#20934;&#22791;&#20320;&#30340;&#20449;&#24687;&#12290;&#33258;&#24049;&#20889;&#31616;&#20171;&#65292;&#30830;&#20445;&#20171;&#32461;&#20320;&#30340;&#20154;&#35835;&#23545;&#20320;&#30340;&#22995;&#21517;&#12290;</li><li id="ltee"><b>Everyone wants to hear what you have to say.</b> You know your message is important, but not everyone in your audience is there by choice. Some are there to fulfill an assignment. Many would rather be somewhere else. You need to give them a reason to stay and hear what you have to say.<br id="gv:d52"></li><li id="ry98">&#27599;&#20010;&#20154;&#37117;&#24819;&#21548;&#20320;&#35828;&#30340;&#12290;&#20320;&#30693;&#36947;&#20320;&#30340;&#20449;&#24687;&#24456;&#37325;&#35201;&#65292;&#20294;&#19981;&#26159;&#27599;&#20010;&#21548;&#20247;&#37117;&#36825;&#26679;&#35748;&#20026;&#12290;&#26377;&#20123;&#20154;&#26159;&#20026;&#20102;&#23436;&#25104;&#20219;&#21153;&#65292;&#26377;&#20123;&#20154;&#26356;&#24895;&#24847;&#21574;&#22312;&#20854;&#20182;&#22320;&#26041;&#12290;&#20320;&#38656;&#35201;&#32473;&#20182;&#20204;&#19968;&#20010;&#30041;&#19979;&#26469;&#21548;&#20320;&#28436;&#35828;&#30340;&#29702;&#30001;&#12290;</li><li id="ymyi"><b>You don&#39;t have to prepare if you&#39;ve given the speech before.</b> No presentation is ever the same. Each audience is different. Review your notes, practice and refine your information. Over confidence can lead to a sloppy delivery. <br id="gv:d62"></li><li id="q_em">&#22914;&#26524;&#20320;&#20197;&#21069;&#20570;&#36807;&#36825;&#20010;&#28436;&#35762;&#20320;&#23601;&#27809;&#26377;&#24517;&#35201;&#20934;&#22791;&#12290;&#27809;&#26377;&#20004;&#20010;&#28436;&#35762;&#26159;&#30456;&#21516;&#30340;&#12290;&#27599;&#27425;&#30340;&#21548;&#20247;&#37117;&#19981;&#21516;&#12290;&#22797;&#26597;&#31508;&#35760;&#65292;&#32451;&#20064;&#24182;&#23436;&#21892;&#20449;&#24687;&#12290;&#36807;&#24230;&#33258;&#20449;&#20250;&#23548;&#33268;&#33609;&#29575;&#20132;&#20184;&#12290;</li><li id="ba2q"><b>They&#39;ll listen if you are an expert or their boss.</b> Probably they will&hellip;initially. But unless your style is interesting and your information meaningful, their attention will begin to drift within the first 15 minutes of your talk. <br id="gv:d71"></li><li id="pfzd">&#22914;&#26524;&#20320;&#26159;&#19987;&#23478;&#25110;&#32773;&#20182;&#20204;&#30340;&#32769;&#26495;&#20182;&#20204;&#23601;&#20250;&#21548;&#12290;&#20063;&#35768;&#20182;&#20204;&#19968;&#24320;&#22987;&#20250;&#21548;&#12290;&#20294;&#38500;&#38750;&#20320;&#30340;&#39118;&#26684;&#26377;&#36259;&#65292;&#20320;&#30340;&#20449;&#24687;&#26377;&#24847;&#20041;&#65292;&#21542;&#21017;&#20182;&#20204;&#30340;&#27880;&#24847;&#21147;&#23601;&#20250;&#24320;&#22987;&#22312;&#28436;&#35762;&#22836;&#21313;&#20116;&#20998;&#38047;&#20869;&#24320;&#28316;&#12290;</li><li id="qadc"><b>A commanding speaker uses the lectern</b>. You&#39;ll have better rapport and interaction with the audience if there is nothing between them and you. The lectern can be a barrier. It causes you to rely on notes and blocks your gestures. Step out and connect!<br id="gv:d86"></li><li id="xz5t">&#23041;&#20005;&#30340;&#28436;&#35762;&#32773;&#20351;&#29992;&#35762;&#21488;&#12290;&#22914;&#26524;&#20320;&#19982;&#21548;&#20247;&#20043;&#38388;&#27809;&#26377;&#38459;&#30861;&#65292;&#20320;&#21644;&#21548;&#20247;&#20043;&#38388;&#20250;&#26356;&#21644;&#35856;&#65292;&#20114;&#21160;&#26356;&#22909;&#12290;&#35762;&#21488;&#20250;&#26159;&#19968;&#20010;&#38556;&#30861;&#12290;&#35762;&#21488;&#23548;&#33268;&#20320;&#20381;&#36182;&#31508;&#35760;&#65292;&#22952;&#30861;&#20320;&#30340;&#25163;&#21183;&#12290;&#36208;&#20986;&#21435;&#65292;&#36208;&#36827;&#21548;&#20247;&#65281;</li><li id="g7vr"><b>Your attire should match the occasion.</b> The speaker should always be dressed a bit more formally than the audience. The first impression is generally a visual one. <br id="gv:d94"></li><li id="h5xy">&#20320;&#30340;&#34915;&#30528;&#24212;&#24403;&#37197;&#21512;&#22330;&#21512;&#12290;&#28436;&#35762;&#32773;&#27704;&#36828;&#37117;&#24212;&#35813;&#27604;&#21548;&#20247;&#31359;&#30340;&#27491;&#24335;&#19968;&#20123;&#12290;&#31532;&#19968;&#21360;&#35937;&#36890;&#24120;&#37117;&#26159;&#35270;&#35273;&#30340;&#12290;</li><li id="t0b2"><b>The facility is prepared to accommodate your equipment.</b> Don&#39;t assume anything, and don&#39;t leave anything to chance. Be prepared. Ask the staff. Check the equipment before you use it. Bring your own things and have back up discs, batteries, bulbs, electric cords, etc. Be prepared for the unexpected.<br id="gv:d109"></li><li id="gdxc">&#20250;&#20026;&#20320;&#30340;&#35774;&#22791;&#20934;&#22791;&#22909;&#30456;&#24212;&#35774;&#26045;&#12290;&#19981;&#35201;&#20551;&#35774;&#20219;&#20309;&#20107;&#24773;&#65292;&#19981;&#35201;&#25918;&#24323;&#20219;&#20309;&#26426;&#20250;&#12290;&#20934;&#22791;&#21608;&#20840;&#12290;&#35810;&#38382;&#24037;&#20316;&#20154;&#21592;&#12290;&#22312;&#20351;&#29992;&#20043;&#21069;&#26816;&#26597;&#35774;&#22791;&#12290;&#24102;&#19978;&#20320;&#33258;&#24049;&#30340;&#19996;&#35199;&#65292;&#20934;&#22791;&#22909;&#22791;&#20221;&#30424;&#12289;&#30005;&#27744;&#12289;&#28783;&#27873;&#12289;&#30005;&#32447;&#31561;&#31561;&#12290;&#20026;&#24847;&#22806;&#20570;&#22909;&#20934;&#22791;&#12290;</li><li id="ezuy"><b>You don&#39;t have to prepare if your presentation lasts less than 10 minutes.</b> The shorter the presentation the more preparation is needed. You don&rsquo;t have the luxury of time with a short speech. Your message needs to be succinct, precise and clear.<br id="gv:d117"></li><li id="i5ng">&#22914;&#26524;&#20320;&#30340;&#28436;&#35762;&#19981;&#36275;&#21313;&#20998;&#38047;&#20320;&#23601;&#19981;&#38656;&#35201;&#20934;&#22791;&#12290;&#36739;&#30701;&#30340;&#28436;&#35762;&#26356;&#38656;&#35201;&#20934;&#22791;&#12290;&#31616;&#30701;&#28436;&#35762;&#30340;&#26102;&#38388;&#26356;&#19981;&#20805;&#36275;&#12290;&#20320;&#30340;&#20449;&#24687;&#38656;&#35201;&#31616;&#20171;&#12289;&#26126;&#30830;&#12289;&#28165;&#26224;&#12290;</li><li id="a77."><b>You&#39;ll be nervous forever.</b> Nervousness usually goes away within the first few minutes of your presentation. This is especially true if you know your material and you are prepared. Perfect practice makes perfect. Things really do get easier.</li><li id="vrmh">&#20320;&#27704;&#36828;&#37117;&#20250;&#32039;&#24352;&#12290;&#32039;&#24352;&#36890;&#24120;&#20250;&#22312;&#20320;&#28436;&#35762;&#30340;&#22836;&#20960;&#20998;&#38047;&#20869;&#28040;&#22833;&#12290;&#22914;&#26524;&#20320;&#20102;&#35299;&#20320;&#30340;&#26448;&#26009;&#65292;&#20320;&#20570;&#22909;&#20102;&#20934;&#22791;&#65292;&#23601;&#26356;&#26159;&#22914;&#27492;&#12290;&#29087;&#33021;&#29983;&#24039;&#12290;&#19968;&#20999;&#37117;&#21464;&#24471;&#26356;&#31616;&#21333;&#12290;</li></ol><br id="gv:d125"> http://www.presentationteam.com/News/Tips/SpeakingTips/Cohen/10%20Myths.php<br id="gv:d126"><br>Orcahttp://www.blogger.com/profile/03415884987803612593noreply@blogger.com0tag:blogger.com,1999:blog-9033329630711909277.post-43344178865702353402010-10-31T15:52:00.003+08:002010-10-31T15:52:39.402+08:00翻译《从一开始了解听众》<h1>In the Beginning&hellip;Know The Audience</h1><h1>&#20174;&#19968;&#24320;&#22987;&#20102;&#35299;&#21548;&#20247;</h1><p>By Beverly Cohen, Communications Specialist of The Presentation Team</p><p>&#20316;&#32773;&#65306;&#26607;&#20136;&#34987;&#65292;&#28436;&#35762;&#22242;&#38431;&#30340;&#27807;&#36890;&#19987;&#23478;</p><p><br></p><p id="asew">When starting on a new presentation, it&rsquo;s helpful to know your audience. But just who is your audience? Who are those nameless, faceless people who are coming to hear you? The more you know about your audience the greater the chance that you can create a presentation that is tailor-made to their intellectual, emotional and physical selves. The stories you choose and the examples you use depend on who they are, where they are, and what they already know. Consider these points when starting your presentation:</p><p id="z-ow">&#22312;&#24320;&#22987;&#19968;&#27425;&#26032;&#30340;&#23637;&#31034;&#25253;&#21578;&#30340;&#26102;&#20505;&#65292;&#20102;&#35299;&#20320;&#30340;&#21548;&#20247;&#23545;&#20320;&#35048;&#30410;&#29978;&#22823;&#12290;&#20294;&#35266;&#20247;&#31350;&#31455;&#26159;&#20123;&#20160;&#20040;&#20154;&#65311;&#37027;&#20123;&#26469;&#21548;&#20320;&#25253;&#21578;&#30340;&#38754;&#30446;&#19981;&#28165;&#30340;&#26080;&#21517;&#27663;&#31350;&#31455;&#26159;&#35841;&#65311;&#20320;&#23545;&#21548;&#20247;&#20102;&#35299;&#24471;&#36234;&#22810;&#65292;&#20320;&#26681;&#25454;&#20182;&#20204;&#30340;&#26234;&#21147;&#12289;&#24773;&#24863;&#12289;&#33258;&#25105;&#65292;&#37327;&#36523;&#35746;&#36896;&#23637;&#31034;&#25253;&#21578;&#30340;&#26426;&#20250;&#20063;&#23601;&#36234;&#22823;&#12290;&#20320;&#25152;&#36873;&#25321;&#30340;&#25925;&#20107;&#21644;&#20320;&#20351;&#29992;&#30340;&#33539;&#20363;&#21462;&#20915;&#20110;&#20182;&#20204;&#26159;&#35841;&#65292;&#20182;&#20204;&#36523;&#22788;&#20309;&#22320;&#65292;&#20182;&#20204;&#24050;&#32463;&#30693;&#36947;&#20123;&#20160;&#20040;&#12290;&#24403;&#20320;&#24320;&#22987;&#23637;&#31034;&#25253;&#21578;&#30340;&#26102;&#20505;&#35831;&#32771;&#34385;&#20197;&#19979;&#20960;&#28857;&#65306;</p><p id="a4xj"><br></p><p id="og:b8"></p><ol id="og:b9"><li id="ej10">What is the gender? More male than female? More female than male? Or is it equally balanced?<br id="og:b12"></li><li id="w0f9">&#24615;&#21035;&#65292;&#30007;&#30340;&#22810;&#36824;&#26159;&#22899;&#30340;&#22810;&#65311;&#25110;&#32773;&#30007;&#22899;&#22343;&#34913;&#65311;</li><li id="ubx1">What is the age range?<br id="og:b15"></li><li id="ed2f">&#24180;&#40836;&#33539;&#22260;&#65311;</li><li id="xbv.">How many people will there be?<br id="og:b18"></li><li id="q3mb">&#20250;&#26377;&#22810;&#23569;&#20154;&#65311;</li><li id="y0n7">What do they know? What information is my audience starting with? What is their level of knowledge about the subject? You don&#39;t want to intimidate them or talk above or down to. Have they heard it before? Don&#39;t waste their time or yours. Give them something new or a different perspective.<br id="og:b21"></li><li id="v1x7">&#20182;&#20204;&#30693;&#36947;&#20123;&#20160;&#20040;&#65311;&#21548;&#20247;&#24050;&#32463;&#20855;&#22791;&#21738;&#20123;&#20449;&#24687;&#65311;&#20851;&#20110;&#36825;&#20010;&#35805;&#39064;&#20182;&#20204;&#30340;&#30693;&#35782;&#27700;&#24179;&#22914;&#20309;&#65311;&#20320;&#19981;&#20250;&#24819;&#35201;&#21523;&#21804;&#20182;&#20204;&#65292;&#19981;&#24819;&#20570;&#27719;&#25253;&#65292;&#20063;&#19981;&#24819;&#20570;&#25351;&#31034;&#12290;&#20182;&#20204;&#20043;&#21069;&#21548;&#36807;&#36825;&#22330;&#25253;&#21578;&#27809;&#26377;&#65311;&#19981;&#35201;&#28010;&#36153;&#22823;&#23478;&#30340;&#26102;&#38388;&#12290;&#32473;&#20182;&#20204;&#19968;&#20123;&#26032;&#19996;&#35199;&#65292;&#25110;&#32773;&#19968;&#20123;&#19981;&#21516;&#30340;&#35266;&#28857;&#12290;</li><li id="ynm.">Why are they here? Is the audience attending voluntarily? Is it for personal gain, or did the boss send them?</li><li id="idm:">&#20182;&#20204;&#20026;&#20160;&#20040;&#35201;&#26469;&#21548;&#20320;&#30340;&#25253;&#21578;&#65311;&#26159;&#33258;&#24895;&#30340;&#65311;&#20986;&#20110;&#31169;&#20154;&#30446;&#30340;&#65292;&#36824;&#26159;&#32769;&#26495;&#35201;&#27714;&#30340;&#65311;</li></ol><p id="og:b24"></p><p id="og:b25">Knowing your audience can help you target your message. And having a targeted message will improve audience receptivity&hellip;helping to make your presentation more successful.</p><p id="a3hv">&#20102;&#35299;&#20320;&#30340;&#21548;&#20247;&#21487;&#20197;&#24110;&#21161;&#20320;&#26377;&#30340;&#25918;&#30690;&#12290;&#32780;&#26377;&#38024;&#23545;&#24615;&#30340;&#20449;&#24687;&#21487;&#20197;&#25552;&#39640;&#21548;&#20247;&#30340;&#25509;&#21463;&#31243;&#24230;&hellip;&hellip;&#26377;&#21161;&#20110;&#20320;&#30340;&#23637;&#31034;&#25253;&#21578;&#26356;&#21152;&#25104;&#21151;&#12290;</p><p id="qtk1"><br></p><p id="og:b29">http://www.presentationteam.com/News/Tips/SpeakingTips/Cohen/KnowAudience.php<br id="og:b31"></p><br>Orcahttp://www.blogger.com/profile/03415884987803612593noreply@blogger.com0tag:blogger.com,1999:blog-9033329630711909277.post-27589903295210477102010-10-31T15:52:00.001+08:002010-10-31T15:52:38.144+08:00翻译《从一开始了解听众》<h1>In the Beginning&hellip;Know The Audience</h1><h1>&#20174;&#19968;&#24320;&#22987;&#20102;&#35299;&#21548;&#20247;</h1><p>By Beverly Cohen, Communications Specialist of The Presentation Team</p><p>&#20316;&#32773;&#65306;&#26607;&#20136;&#34987;&#65292;&#28436;&#35762;&#22242;&#38431;&#30340;&#27807;&#36890;&#19987;&#23478;</p><p><br></p><p id="asew">When starting on a new presentation, it&rsquo;s helpful to know your audience. But just who is your audience? Who are those nameless, faceless people who are coming to hear you? The more you know about your audience the greater the chance that you can create a presentation that is tailor-made to their intellectual, emotional and physical selves. The stories you choose and the examples you use depend on who they are, where they are, and what they already know. Consider these points when starting your presentation:</p><p id="z-ow">&#22312;&#24320;&#22987;&#19968;&#27425;&#26032;&#30340;&#23637;&#31034;&#25253;&#21578;&#30340;&#26102;&#20505;&#65292;&#20102;&#35299;&#20320;&#30340;&#21548;&#20247;&#23545;&#20320;&#35048;&#30410;&#29978;&#22823;&#12290;&#20294;&#35266;&#20247;&#31350;&#31455;&#26159;&#20123;&#20160;&#20040;&#20154;&#65311;&#37027;&#20123;&#26469;&#21548;&#20320;&#25253;&#21578;&#30340;&#38754;&#30446;&#19981;&#28165;&#30340;&#26080;&#21517;&#27663;&#31350;&#31455;&#26159;&#35841;&#65311;&#20320;&#23545;&#21548;&#20247;&#20102;&#35299;&#24471;&#36234;&#22810;&#65292;&#20320;&#26681;&#25454;&#20182;&#20204;&#30340;&#26234;&#21147;&#12289;&#24773;&#24863;&#12289;&#33258;&#25105;&#65292;&#37327;&#36523;&#35746;&#36896;&#23637;&#31034;&#25253;&#21578;&#30340;&#26426;&#20250;&#20063;&#23601;&#36234;&#22823;&#12290;&#20320;&#25152;&#36873;&#25321;&#30340;&#25925;&#20107;&#21644;&#20320;&#20351;&#29992;&#30340;&#33539;&#20363;&#21462;&#20915;&#20110;&#20182;&#20204;&#26159;&#35841;&#65292;&#20182;&#20204;&#36523;&#22788;&#20309;&#22320;&#65292;&#20182;&#20204;&#24050;&#32463;&#30693;&#36947;&#20123;&#20160;&#20040;&#12290;&#24403;&#20320;&#24320;&#22987;&#23637;&#31034;&#25253;&#21578;&#30340;&#26102;&#20505;&#35831;&#32771;&#34385;&#20197;&#19979;&#20960;&#28857;&#65306;</p><p id="a4xj"><br></p><p id="og:b8"></p><ol id="og:b9"><li id="ej10">What is the gender? More male than female? More female than male? Or is it equally balanced?<br id="og:b12"></li><li id="w0f9">&#24615;&#21035;&#65292;&#30007;&#30340;&#22810;&#36824;&#26159;&#22899;&#30340;&#22810;&#65311;&#25110;&#32773;&#30007;&#22899;&#22343;&#34913;&#65311;</li><li id="ubx1">What is the age range?<br id="og:b15"></li><li id="ed2f">&#24180;&#40836;&#33539;&#22260;&#65311;</li><li id="xbv.">How many people will there be?<br id="og:b18"></li><li id="q3mb">&#20250;&#26377;&#22810;&#23569;&#20154;&#65311;</li><li id="y0n7">What do they know? What information is my audience starting with? What is their level of knowledge about the subject? You don&#39;t want to intimidate them or talk above or down to. Have they heard it before? Don&#39;t waste their time or yours. Give them something new or a different perspective.<br id="og:b21"></li><li id="v1x7">&#20182;&#20204;&#30693;&#36947;&#20123;&#20160;&#20040;&#65311;&#21548;&#20247;&#24050;&#32463;&#20855;&#22791;&#21738;&#20123;&#20449;&#24687;&#65311;&#20851;&#20110;&#36825;&#20010;&#35805;&#39064;&#20182;&#20204;&#30340;&#30693;&#35782;&#27700;&#24179;&#22914;&#20309;&#65311;&#20320;&#19981;&#20250;&#24819;&#35201;&#21523;&#21804;&#20182;&#20204;&#65292;&#19981;&#24819;&#20570;&#27719;&#25253;&#65292;&#20063;&#19981;&#24819;&#20570;&#25351;&#31034;&#12290;&#20182;&#20204;&#20043;&#21069;&#21548;&#36807;&#36825;&#22330;&#25253;&#21578;&#27809;&#26377;&#65311;&#19981;&#35201;&#28010;&#36153;&#22823;&#23478;&#30340;&#26102;&#38388;&#12290;&#32473;&#20182;&#20204;&#19968;&#20123;&#26032;&#19996;&#35199;&#65292;&#25110;&#32773;&#19968;&#20123;&#19981;&#21516;&#30340;&#35266;&#28857;&#12290;</li><li id="ynm.">Why are they here? Is the audience attending voluntarily? Is it for personal gain, or did the boss send them?</li><li id="idm:">&#20182;&#20204;&#20026;&#20160;&#20040;&#35201;&#26469;&#21548;&#20320;&#30340;&#25253;&#21578;&#65311;&#26159;&#33258;&#24895;&#30340;&#65311;&#20986;&#20110;&#31169;&#20154;&#30446;&#30340;&#65292;&#36824;&#26159;&#32769;&#26495;&#35201;&#27714;&#30340;&#65311;</li></ol><p id="og:b24"></p><p id="og:b25">Knowing your audience can help you target your message. And having a targeted message will improve audience receptivity&hellip;helping to make your presentation more successful.</p><p id="a3hv">&#20102;&#35299;&#20320;&#30340;&#21548;&#20247;&#21487;&#20197;&#24110;&#21161;&#20320;&#26377;&#30340;&#25918;&#30690;&#12290;&#32780;&#26377;&#38024;&#23545;&#24615;&#30340;&#20449;&#24687;&#21487;&#20197;&#25552;&#39640;&#21548;&#20247;&#30340;&#25509;&#21463;&#31243;&#24230;&hellip;&hellip;&#26377;&#21161;&#20110;&#20320;&#30340;&#23637;&#31034;&#25253;&#21578;&#26356;&#21152;&#25104;&#21151;&#12290;</p><p id="qtk1"><br></p><p id="og:b29">http://www.presentationteam.com/News/Tips/SpeakingTips/Cohen/KnowAudience.php<br id="og:b31"></p><br>Orcahttp://www.blogger.com/profile/03415884987803612593noreply@blogger.com0tag:blogger.com,1999:blog-9033329630711909277.post-84906130662382455922010-10-19T23:48:00.001+08:002010-10-31T15:25:15.929+08:00翻译《为创造性思维训练批判性思考》<h3>Coaching Critical Thinking to Think Creatively! (Zaid Alsagoff)</h3><h3>&#20026;&#21019;&#36896;&#24615;&#24605;&#32500;&#35757;&#32451;&#25209;&#21028;&#24615;&#24605;&#32771;</h3><ul><li><a class="vt-p" href="http://docs.google.com/Doc?id=dg46x272_2102hmhtdwdg">&#20415;&#20110;&#25171;&#21360;&#30340;&#29256;&#26412;</a></li><li><a class="vt-p" href="http://www.scribd.com/doc/3417306/Coaching-Critical-Thinking-to-Think-Creatively">PDF&#29256;&#26412;</a></li></ul><p><img alt="" src="http://bp2.blogger.com/_337GUHQH0FY/R9iYTGtoS4I/AAAAAAAAA5A/y1S9DXPJdf4/s400/Dream_thinking_team.jpg"></p><p>&ldquo;We want the development of modal insan (model citizen), students who can think critically and creatively, who are able to solve problems and have the ability to adapt themselves to an ever-changing global environment.&rdquo; - <i>Blueprint for Education Development, Malaysia (2006 &ndash; 2010)</i></p><p>&ldquo;&#25105;&#20204;&#24819;&#22521;&#20859;&#20154;&#25991;&#36164;&#26412;&#65288;&#29616;&#20195;&#20844;&#27665;&#65289;&#65292;&#23398;&#29983;&#21487;&#20197;&#25209;&#21028;&#24615;&#12289;&#21019;&#36896;&#24615;&#24605;&#32771;&#65292;&#21487;&#20197;&#35299;&#20915;&#38382;&#39064;&#65292;&#26377;&#33021;&#21147;&#36866;&#24212;&#19981;&#26029;&#21464;&#21270;&#30340;&#20840;&#29699;&#29615;&#22659;&#12290;&rdquo;&mdash;&mdash;&#39532;&#26469;&#35199;&#20122;&#25945;&#32946;&#21457;&#23637;&#34013;&#22270;&#65288;&#20108;&#12295;&#12295;&#20845;&mdash;&mdash;&#20108;&#12295;&#19968;&#12295;&#65289;</p><p><br></p><p>ONCE UPON A TIME &hellip;.</p><p>&#24456;&#20037;&#24456;&#20037;&#20197;&#21069;&hellip;&hellip;</p><p><br> A long time ago (early 2007) in a galaxy far away (Malaysia), there was a little boy (33 years old) who happened to be me. This little boy was suddenly entrusted to transform a dying course at the University entitled &lsquo;<i>Critical Thinking</i>&rsquo;. Here I was leading a Learning and Teaching Unit (in the Quality Assurance department) facilitating change and improvements to our e-learning approach, and managing a University wide &lsquo;Thinking Skills Infusion Programme&rsquo; (TSIP). Although, I had trained many lecturers, senior lecturers and professors in using technology to facilitate learning, I had ironically never had any real experience in managing an actual course at the University.<br>&#24456;&#20037;&#20197;&#21069;&#65288;&#20108;&#12295;&#12295;&#19971;&#24180;&#21021;&#65289;&#65292;&#22312;&#19968;&#20010;&#36965;&#36828;&#30340;&#26143;&#31995;&#65288;&#39532;&#26469;&#35199;&#20122;&#65289;&#65292;&#26377;&#19968;&#20010;&#23567;&#30007;&#23401;&#65288;&#19977;&#21313;&#19977;&#23681;&#65289;&#65292;&#37027;&#27491;&#22909;&#26159;&#25105;&#12290;&#36825;&#20010;&#23567;&#30007;&#23401;&#31361;&#28982;&#21463;&#21040;&#22996;&#25176;&#25913;&#36896;&#19968;&#38376;&#27515;&#21435;&#30340;&#22823;&#23398;&#35838;&#31243;&#65292;&#21517;&#20026;&#12298;&#25209;&#21028;&#24615;&#24605;&#32771;&#12299;&#12290;&#24403;&#26102;&#25105;&#27491;&#39046;&#23548;&#19968;&#20010;&#23398;&#20064;&#19982;&#25945;&#23398;&#23567;&#32452;&#65288;&#38582;&#23646;&#20110;&#36136;&#37327;&#20445;&#35777;&#37096;&#38376;&#65289;&#20419;&#36827;&#25913;&#21464;&#25913;&#21892;&#25105;&#20204;&#30340;&#30005;&#23376;&#21270;&#23398;&#20064;&#26041;&#27861;&#65292;&#21516;&#26102;&#31649;&#29702;&#19968;&#39033;&#22823;&#23398;&#33539;&#22260;&#20869;&#30340;&#12298;&#24605;&#32771;&#25216;&#33021;&#36755;&#28082;&#39033;&#30446;&#12299;&#65288;TSIP&#65289;&#12290;&#34429;&#28982;&#25105;&#35757;&#32451;&#20102;&#24456;&#22810;&#35762;&#24072;&#12289;&#39640;&#32423;&#35762;&#24072;&#21644;&#25945;&#25480;&#36816;&#29992;&#25216;&#26415;&#20419;&#36827;&#23398;&#20064;&#65292;&#20294;&#20855;&#26377;&#35773;&#21050;&#24847;&#21619;&#30340;&#26159;&#65292;&#25105;&#20174;&#26410;&#26377;&#22312;&#22823;&#23398;&#31649;&#29702;&#23454;&#38469;&#35838;&#31243;&#30340;&#20219;&#20309;&#23454;&#38469;&#32463;&#39564;&#12290;</p><p><br> Now, one of the leaders from our academic world figured rightly out that perhaps I needed some real experience to understand what it is like to be a lecturer, before having the right to lecture to lecturers on how to teach and facilitate effective learning (which makes perfect sense!). Also, since I had been managing the TSIP programme for over six (6) months, the &ldquo;Critical Thinking&rsquo; course would be the perfect challenge and opportunity to test all my untested theories and suggestions on effective learning.<br>&#29616;&#22312;&#65292;&#25105;&#20204;&#23398;&#26415;&#19990;&#30028;&#39046;&#23548;&#32773;&#20043;&#19968;&#27491;&#30830;&#30340;&#25351;&#20986;&#65292;&#22312;&#26377;&#26435;&#21147;&#32473;&#35762;&#24072;&#35762;&#35838;&#22914;&#20309;&#25945;&#23398;&#22914;&#20309;&#20419;&#36827;&#26377;&#25928;&#23398;&#20064;&#20043;&#21069;&#65292;&#20063;&#35768;&#25105;&#38656;&#35201;&#19968;&#20123;&#23454;&#38469;&#32463;&#39564;&#65292;&#20197;&#20102;&#35299;&#24403;&#35762;&#24072;&#26159;&#20160;&#20040;&#24863;&#35273;&#12290;&#27492;&#22806;&#65292;&#30001;&#20110;&#25105;&#31649;&#29702;TSIP&#39033;&#30446;&#24050;&#32463;&#36229;&#36807;&#20845;&#20010;&#26376;&#65292;&#12298;&#25209;&#21028;&#24615;&#24605;&#32771;&#12299;&#35838;&#31243;&#23558;&#26159;&#19968;&#27425;&#23436;&#32654;&#25361;&#25112;&#21644;&#26426;&#20250;&#65292;&#29992;&#26469;&#27979;&#35797;&#25105;&#25152;&#26377;&#20851;&#20110;&#26377;&#25928;&#23398;&#20064;&#30340;&#23578;&#26410;&#26816;&#39564;&#30340;&#29702;&#35770;&#21644;&#24314;&#35758;&#12290;</p><p><br> In a nutshell, I was asked <i>to lead and transform the &lsquo;Critical Thinking&rsquo; course</i>, which is a requirement for all undergraduate students.</p><p>&#31616;&#21333;&#22320;&#35828;&#65292;&#25105;&#34987;&#35201;&#27714;&#39046;&#23548;&#24182;&#25913;&#36896;&#12298;&#25209;&#21028;&#24615;&#24605;&#32771;&#12299;&#35838;&#31243;&#65292;&#26159;&#24212;&#25152;&#26377;&#26412;&#31185;&#29983;&#30340;&#35831;&#27714;&#12290;<br><br> THE UNITAR WAY!</p><p>&#25958;&#25289;&#33832;&#22823;&#23398;&#20043;&#36335;&#65281;</p><p><br> Although, Universiti Tun Abdul Razak (UNITAR) is currently becoming a more conventional University, it used to adopt a blended learning model, which usually included courseware, online forums, online tutorials (OLT), and Face-to-Face (F2F) tutorials. Every course is led by a course leader supported by tutors who facilitate their own sections. The course leader is responsible for guiding the tutors, and preparing the course plan, course materials, assignments, quizzes and exams. In addition, the course leader is responsible for correcting the final exams (40% - 50% of the course assessment evaluation), and giving the students&rsquo; final grade for all sections. The tutor&rsquo;s role is to communicate with the course leader, facilitate the course for their section(s), and grade the coursework (50% - 60%).<br>&#34429;&#28982;&#38463;&#21340;&#26460;&#21202;&#25289;&#25166;&#20811;&#25958;&#22823;&#23398;&#65288;&#25958;&#25289;&#33832;&#22823;&#23398;&#65289;&#26085;&#28176;&#25104;&#20026;&#19968;&#25152;&#26356;&#20256;&#32479;&#30340;&#22823;&#23398;&#65292;&#20294;&#23427;&#36807;&#21435;&#24120;&#24120;&#37319;&#29992;&#28151;&#21512;&#25945;&#23398;&#27169;&#24335;&#65292;&#36890;&#24120;&#21253;&#25324;&#35838;&#20214;&#12289;&#22312;&#32447;&#35770;&#22363;&#12289;&#22312;&#32447;&#36741;&#23548;&#12289;&#38754;&#23545;&#38754;&#36741;&#23548;&#12290;&#27599;&#38376;&#35838;&#37117;&#30001;&#35838;&#31243;&#36127;&#36131;&#20154;&#36127;&#36131;&#65292;&#33509;&#24178;&#21161;&#25945;&#36741;&#21161;&#65292;&#21161;&#25945;&#21508;&#36127;&#36131;&#33258;&#24049;&#19968;&#22359;&#22823;&#32452;&#12290;&#35838;&#31243;&#36127;&#36131;&#20154;&#36127;&#36131;&#25351;&#23548;&#21161;&#25945;&#12289;&#20934;&#22791;&#35838;&#31243;&#35745;&#21010;&#12289;&#35838;&#31243;&#26448;&#26009;&#12289;&#20219;&#21153;&#21151;&#35838;&#12289;&#27979;&#39564;&#32771;&#35797;&#12290;&#21478;&#22806;&#65292;&#35838;&#31243;&#36127;&#36131;&#20154;&#36824;&#36127;&#36131;&#26399;&#26411;&#32771;&#35797;&#25913;&#21367;&#65288;&#21344;&#21040;&#35838;&#31243;&#21151;&#35838;&#35780;&#20272;&#30340;&#30334;&#20998;&#20043;&#22235;&#21313;&#33267;&#20116;&#21313;&#65289;&#65292;&#20026;&#21508;&#22823;&#32452;&#23398;&#29983;&#35780;&#23450;&#26368;&#32456;&#31561;&#32423;&#12290;&#21161;&#25945;&#30340;&#20219;&#21153;&#26159;&#19982;&#35838;&#31243;&#36127;&#36131;&#20154;&#27807;&#36890;&#65292;&#20419;&#36827;&#21508;&#33258;&#36127;&#36131;&#30340;&#22823;&#32452;&#36827;&#27493;&#65292;&#24182;&#35780;&#23450;&#35838;&#22530;&#34920;&#29616;&#65288;&#21344;&#30334;&#20998;&#20043;&#20116;&#21313;&#33267;&#20845;&#21313;&#65289;&#12290;</p><p><br> COURSE REENGINEERING NEEDED?</p><p>&#35838;&#31243;&#38656;&#35201;&#37325;&#26032;&#35774;&#35745;&#20040;&#65311;</p><p><br> Based on my initial unscientific findings, students found the course difficult to understand and the overall students&rsquo; satisfaction rates were lower than in other courses for the undergraduate level. In addition, both students and tutors complained that the lecture notes were not sufficient. </p><p>&#22522;&#20110;&#25105;&#26368;&#21021;&#19981;&#31185;&#23398;&#30340;&#21457;&#29616;&#65292;&#26412;&#31185;&#27700;&#24179;&#30340;&#23398;&#29983;&#21457;&#29616;&#38590;&#20197;&#21548;&#25026;&#35838;&#31243;&#65292;&#25972;&#20307;&#23398;&#29983;&#28385;&#24847;&#29575;&#20302;&#20110;&#20854;&#20182;&#35838;&#31243;&#12290;&#27492;&#22806;&#65292;&#23398;&#29983;&#21644;&#21161;&#25945;&#37117;&#25265;&#24616;&#35762;&#20041;&#22826;&#31616;&#30053;&#12290;</p><p><br></p><p>Although, the past course leaders seemed to have a done a good job facilitating their own sections, they failed based on my understanding to communicate and facilitate consistent quality to all the sections. Overall, students and tutors seemed frustrated with &lsquo;Critical Thinking&rsquo;, and some even questioned the relevance of this course. They argued that this course <i>focused too much on theory and memorization</i>, and failed to actually help students develop fundamental thinking, reasoning and language abilities that are needed for academic success. </p><p>&#34429;&#28982;&#65292;&#36807;&#21435;&#30340;&#35838;&#31243;&#36127;&#36131;&#20154;&#20284;&#20046;&#37117;&#20570;&#24471;&#24456;&#22909;&#65292;&#20419;&#36827;&#20102;&#21508;&#33258;&#22823;&#32452;&#30340;&#36827;&#27493;&#65292;&#20294;&#26159;&#25353;&#29031;&#25105;&#30340;&#29702;&#35299;&#20182;&#20204;&#37117;&#22833;&#36133;&#20102;&#65292;&#20182;&#20204;&#27809;&#26377;&#27807;&#36890;&#20197;&#20419;&#36827;&#25152;&#26377;&#22823;&#32452;&#40784;&#22836;&#24182;&#36827;&#12290;&#24635;&#20307;&#32780;&#35328;&#65292;&#23398;&#29983;&#21644;&#21161;&#25945;&#20284;&#20046;&#20026;&ldquo;&#25209;&#21028;&#24615;&#24605;&#32771;&rdquo;&#32780;&#27822;&#20007;&#65292;&#26377;&#20123;&#29978;&#33267;&#24576;&#30097;&#36825;&#38376;&#35838;&#26159;&#21542;&#26377;&#29992;&#12290;&#20182;&#20204;&#35748;&#20026;&#65292;&#36825;&#38376;&#35838;&#36807;&#20110;&#27880;&#37325;&#29702;&#35770;&#21644;&#35760;&#24518;&#65292;&#26410;&#33021;&#30495;&#27491;&#24110;&#21161;&#23398;&#29983;&#24418;&#25104;&#22522;&#26412;&#30340;&#24605;&#32500;&#65292;&#25512;&#29702;&#21644;&#35821;&#35328;&#33021;&#21147;&#65292;&#32780;&#36825;&#20123;&#26159;&#23398;&#19994;&#25104;&#21151;&#30340;&#24517;&#38656;&#12290;</p><p><br></p><p>Although, UNITAR had developed a reasonably good page tuning critical thinking courseware, the existing curriculum of the critical thinking course seemed to be mostly (80-90%) based on <i>John Chaffe&rsquo;s famous book &ldquo;<a class="vt-p" href="http://www.amazon.com/Thinking-Critically-John-Chaffee/dp/0618536485">Thinking Critically</a>&rdquo;</i> (6th Edition, 2000). Even the course objectives and topic outline seemed to be paraphrased out of the book. As UNITAR&rsquo;s self-developed courseware was structured very differently from the course outline, it was hardly reflected or used by either the educators, or the students.<br>&#34429;&#28982;&#65292;&#25958;&#25289;&#33832;&#22823;&#23398;&#24320;&#21457;&#20102;&#30456;&#24403;&#19981;&#38169;&#30340;&#35843;&#25972;&#25209;&#21028;&#24615;&#24605;&#32500;&#30340;&#39029;&#38754;&#35838;&#20214;&#65292;&#24050;&#26377;&#30340;&#25209;&#21028;&#24615;&#24605;&#32500;&#35838;&#31243;&#20284;&#20046;&#22522;&#26412;&#19978;&#65288;&#30334;&#20998;&#20043;&#20843;&#21313;&#33267;&#20061;&#21313;&#65289;&#22522;&#20110;&#26597;&#38750;&#24378;&#30340;&#21517;&#33879;&#12298;&#25209;&#21028;&#24615;&#24605;&#32500;&#12299;&#65288;&#31532;&#20845;&#29256;&#65292;&#20108;&#12295;&#12295;&#12295;&#24180;&#65289;&#12290;&#29978;&#33267;&#35838;&#31243;&#30446;&#26631;&#21644;&#35838;&#39064;&#22823;&#32434;&#20284;&#20046;&#37117;&#25913;&#20889;&#33258;&#20070;&#26412;&#12290;&#30001;&#20110;&#25958;&#25289;&#33832;&#22823;&#23398;&#30340;&#33258;&#20027;&#24320;&#21457;&#35838;&#20214;&#30340;&#32467;&#26500;&#19982;&#35838;&#31243;&#22823;&#32434;&#24046;&#21035;&#38750;&#24120;&#22823;&#65292;&#22240;&#27492;&#24456;&#38590;&#20026;&#25945;&#24072;&#25110;&#23398;&#29983;&#25152;&#32771;&#34385;&#25110;&#20351;&#29992;&#12290;</p><p><br> So, I began to read John Chaffe&rsquo;s famous book &ldquo;<a class="vt-p" href="http://www.amazon.com/Thinking-Critically-John-Chaffee/dp/0618536485">Thinking Critically</a>&rdquo; to get better feel of what the students were learning. Strangely, I kept on falling asleep while reading this book, and although the content is relevant and useful, the writing style and design of that book (I suppose the later versions are more engaging!) did not appeal or inspire my thinking mind. So, if I am falling asleep reading this book, what about the students?<br>&#20110;&#26159;&#65292;&#25105;&#24320;&#22987;&#38405;&#35835;&#26597;&#38750;&#24378;&#30340;&#21517;&#33879;&#12298;&#25209;&#21028;&#24615;&#24605;&#32500;&#12299;&#65292;&#22909;&#24324;&#28165;&#26970;&#23398;&#29983;&#20204;&#23398;&#30340;&#20123;&#20160;&#20040;&#12290;&#22855;&#24618;&#30340;&#26159;&#65292;&#25105;&#19968;&#24230;&#36825;&#26412;&#20070;&#23601;&#30561;&#30528;&#65292;&#34429;&#28982;&#36825;&#26412;&#20070;&#30340;&#20869;&#23481;&#26377;&#20851;&#19988;&#26377;&#29992;&#65292;&#20294;&#20854;&#20889;&#20316;&#39118;&#26684;&#21644;&#20070;&#31821;&#30340;&#35774;&#35745;&#65288;&#25105;&#20272;&#35745;&#20197;&#21518;&#30340;&#29256;&#26412;&#20250;&#26356;&#21560;&#24341;&#20154;&#65281;&#65289;&#24182;&#27809;&#26377;&#24863;&#26579;&#25110;&#28608;&#21169;&#25105;&#30340;&#24605;&#32500;&#22836;&#33041;&#12290;&#22240;&#27492;&#65292;&#22914;&#26524;&#25105;&#22312;&#35835;&#36825;&#26412;&#20070;&#30340;&#26102;&#20505;&#30561;&#30528;&#65292;&#26356;&#20309;&#20917;&#23398;&#29983;&#65311;</p><p><br> In addition to this book, the course also recommended students to read another book entitled &lsquo;<a class="vt-p" href="http://www.amazon.com/Critical-Thinking-Students-Introduction-PowerWeb/dp/0072840854"><i>Critical Thinking: A Student&#39;s Introduction</i></a>&rsquo; (G. Bassham &amp; Co., 2007). So, I explored the book, and found it more activity-oriented, engaging, and inspiring. However, I still felt that something was missing to spark the &lsquo;Critical Thinking&rsquo; course to life.<br>&#38500;&#20102;&#36825;&#26412;&#20070;&#65292;&#36825;&#38376;&#35838;&#36824;&#21521;&#23398;&#29983;&#25512;&#33616;&#38405;&#35835;&#21478;&#22806;&#19968;&#26412;&#20070;&#65292;&#20070;&#21517;&#12298;&#25209;&#21028;&#24615;&#24605;&#32500;&#65306;&#23398;&#29983;&#20837;&#38376;&#35835;&#29289;&#12299;&#65288;&#25226;&#19977;&#26408;&#21450;&#20854;&#21516;&#20107;&#65292;&#20108;&#12295;&#12295;&#19971;&#65289;&#12290;&#20110;&#26159;&#65292;&#25105;&#32763;&#38405;&#20102;&#36825;&#26412;&#20070;&#65292;&#21457;&#29616;&#23427;&#26356;&#22810;&#20197;&#27963;&#21160;&#20026;&#23548;&#21521;&#65292;&#26377;&#39749;&#21147;&#65292;&#20196;&#20154;&#25391;&#22859;&#12290;&#28982;&#32780;&#65292;&#25105;&#20173;&#28982;&#35273;&#24471;&#36825;&#26412;&#20070;&#32570;&#23569;&#19968;&#20123;&#19996;&#35199;&#26469;&#28608;&#21457;&ldquo;&#25209;&#21028;&#24615;&#24605;&#32500;&rdquo;&#35838;&#31243;&#32852;&#31995;&#23454;&#38469;&#12290;</p><p><br> So, I explored our &lsquo;Critical Thinking&rsquo; courseware again, and was actually positively surprised with the quality of the content. However, since it was structured very differently from the course outline and it did not have a search function, naturally students found it quite frustrating to use.<br>&#22240;&#27492;&#65292;&#25105;&#20877;&#27425;&#27983;&#35272;&#20102;&#25105;&#20204;&#30340;&ldquo;&#25209;&#21028;&#24615;&#24605;&#32500;&rdquo;&#35838;&#20214;&#65292;&#20107;&#23454;&#19978;&#26497;&#20854;&#24778;&#35766;&#20110;&#20854;&#20869;&#23481;&#30340;&#36136;&#37327;&#12290;&#28982;&#32780;&#65292;&#30001;&#20110;&#23427;&#30340;&#32467;&#26500;&#19982;&#35838;&#31243;&#22823;&#32434;&#38750;&#24120;&#19981;&#21516;&#65292;&#20063;&#19981;&#20855;&#22791;&#25628;&#32034;&#21151;&#33021;&#65292;&#33258;&#28982;&#23398;&#29983;&#21457;&#29616;&#23427;&#38590;&#20197;&#20351;&#29992;&#12290;</p><p><br> Based on these surface level reflections, I felt (based on my limited knowledge) that I needed to revamp the whole course to really make any difference. However, I also decided to take advantage and extract the learning juices from the three original main course resources just mentioned. Based on my understanding, the problem with this course was not so much the content, but the process on how it was facilitated. Based on my findings, and <i>too little focus was given to engaging the student&rsquo;s learning mind to question, analyze, synthesize, reason, problem solve, and make better decisions</i>, which I believe is the essence of this course. Finally, and importantly for most of our students, English is their second language, and the student population consists of a colourful inter-religious/cultural/racial blend (Indian, Chinese, Malay, etc.), which especially the two recommended critical thinking books are not really tailored to.<br>&#22522;&#20110;&#20197;&#19978;&#36825;&#20123;&#32932;&#27973;&#35748;&#35782;&#65292;&#25105;&#65288;&#26681;&#25454;&#25105;&#26377;&#38480;&#30340;&#30693;&#35782;&#65289;&#35748;&#20026;&#25105;&#38656;&#35201;&#25913;&#21464;&#25972;&#20010;&#35838;&#31243;&#65292;&#30495;&#27491;&#36215;&#28857;&#20316;&#29992;&#12290;&#28982;&#32780;&#65292;&#25105;&#20063;&#20915;&#23450;&#21033;&#29992;&#24182;&#20174;&#21018;&#25165;&#25552;&#21040;&#30340;&#19977;&#20010;&#20027;&#35201;&#30340;&#21407;&#22987;&#35838;&#31243;&#36164;&#28304;&#20013;&#25552;&#21462;&#23398;&#20064;&#31934;&#21326;&#12290;&#22522;&#20110;&#25105;&#30340;&#29702;&#35299;&#65292;&#36825;&#38376;&#35838;&#30340;&#38382;&#39064;&#19981;&#22312;&#20110;&#20869;&#23481;&#65292;&#32780;&#22312;&#20110;&#23427;&#25152;&#25552;&#20379;&#30340;&#36807;&#31243;&#12290;&#26681;&#25454;&#25105;&#30340;&#21457;&#29616;&#65292;&#35838;&#31243;&#22826;&#23569;&#20851;&#27880;&#22914;&#20309;&#21560;&#24341;&#23398;&#29983;&#30340;&#23398;&#20064;&#24605;&#32500;&#21435;&#25552;&#38382;&#12289;&#20998;&#26512;&#12289;&#32508;&#21512;&#12289;&#25512;&#29702;&#12289;&#35299;&#20915;&#38382;&#39064;&#65292;&#20197;&#21450;&#20570;&#20986;&#26356;&#22909;&#30340;&#20915;&#23450;&#65292;&#25105;&#30456;&#20449;&#36825;&#20123;&#27491;&#26159;&#36825;&#38376;&#35838;&#30340;&#31934;&#39635;&#12290;&#26368;&#21518;&#65292;&#26368;&#37325;&#35201;&#30340;&#26159;&#25105;&#20204;&#30340;&#22823;&#22810;&#25968;&#23398;&#29983;&#65292;&#33521;&#35821;&#26159;&#20182;&#20204;&#30340;&#31532;&#20108;&#35821;&#35328;&#65292;&#20840;&#26657;&#23398;&#29983;&#30001;&#20016;&#23500;&#22810;&#24425;&#30340;&#22810;&#23447;&#25945;&#12289;&#22810;&#25991;&#21270;&#12289;&#22810;&#31181;&#26063;&#26500;&#25104;&#65288;&#21360;&#24230;&#20154;&#12289;&#21326;&#20154;&#12289;&#39532;&#26469;&#20154;&#31561;&#65289;&#65292;&#25512;&#33616;&#30340;&#36825;&#20004;&#26412;&#25209;&#21028;&#24615;&#24605;&#32500;&#20070;&#31821;&#65292;&#24182;&#19981;&#26159;&#30495;&#30340;&#24456;&#21512;&#36866;&#12290;</p><p><br> Although, I was no master in &lsquo;Critical Thinking&rsquo; (still the case!), I believed that I had enough reasons to take the risk to reengineer the course to make it more relevant and effective.<br>&#34429;&#28982;&#65292;&#25105;&#24182;&#19981;&#26159;&#24456;&#25797;&#38271;&ldquo;&#25209;&#21028;&#24615;&#24605;&#32500;&rdquo;&#65288;&#33267;&#20170;&#20173;&#28982;&#22914;&#27492;&#65281;&#65289;&#65292;&#25105;&#30456;&#20449;&#25105;&#26377;&#36275;&#22815;&#29702;&#30001;&#25215;&#25285;&#25913;&#36896;&#36825;&#38376;&#35838;&#30340;&#39118;&#38505;&#65292;&#35753;&#36825;&#38376;&#35838;&#26356;&#30456;&#20851;&#26356;&#26377;&#25928;&#12290;</p><p><br> COURSE PLANNING &amp; PREPARATION</p><p>&#35838;&#31243;&#35268;&#21010;&#21450;&#20934;&#22791;</p><p><br> Although, I was planning to reengineer the course, I felt that the original course objectives would remain the same, with just a minor twist. The role of the lecturer coaching &lsquo;Critical Thinking&rsquo; is to: </p><p>&#34429;&#28982;&#65292;&#25105;&#25171;&#31639;&#37325;&#26032;&#35774;&#35745;&#36825;&#38376;&#35838;&#65292;&#20294;&#26159;&#25105;&#35748;&#20026;&#65292;&#21407;&#26469;&#30340;&#35838;&#31243;&#30446;&#26631;&#20445;&#25345;&#20381;&#26087;&#65292;&#21482;&#38656;&#19968;&#28857;&#24494;&#35843;&#12290;&#25945;&#24072;&#25945;&#25480;&#12298;&#25209;&#21028;&#24615;&#24605;&#32500;&#12299;&#30340;&#20219;&#21153;&#26159;&#65306;</p><ul><li><div>Teach the fundamental thinking, reasoning and language abilities that a student needs for academic success.</div>&#25945;&#25480;&#23398;&#29983;&#21462;&#24471;&#23398;&#26415;&#25104;&#21151;&#25152;&#24517;&#38656;&#30340;&#22522;&#26412;&#24605;&#32500;&#12289;&#25512;&#29702;&#21644;&#35821;&#35328;&#25216;&#33021;&#12290;</li><li><div>Engage students in the active thinking process.</div>&#21560;&#24341;&#23398;&#29983;&#36827;&#20837;&#31215;&#26497;&#24605;&#32771;&#36807;&#31243;&#12290;</li><li><div>Integrate the development of thinking abilities with the four skills: Reading, Writing, Speaking and Listening.</div>&#25226;&#24605;&#32500;&#25216;&#33021;&#21457;&#23637;&#36807;&#31243;&#19982;&#24605;&#24819;&#25216;&#33021;&#25972;&#21512;&#36215;&#26469;&#65306;&#38405;&#35835;&#12289;&#20889;&#20316;&#12289;&#34920;&#36848;&#12289;&#20542;&#21548;&#12290;</li></ul><p><a class="vt-p" href="http://bp2.blogger.com/_337GUHQH0FY/R9iZlGtoS5I/AAAAAAAAA5I/oT-v1Jn4se8/s1600-h/critical+thinking+skills.jpg"></a></p><div style="text-align:left"><a class="vt-p" href="http://bp2.blogger.com/_337GUHQH0FY/R9iZlGtoS5I/AAAAAAAAA5I/oT-v1Jn4se8/s1600-h/critical+thinking+skills.jpg"><img alt="" src="http://bp2.blogger.com/_337GUHQH0FY/R9iZlGtoS5I/AAAAAAAAA5I/oT-v1Jn4se8/s400/critical+thinking+skills.jpg" style="height:315px;width:400px"></a></div>As students seemed to fear the word &ldquo;Critical&rsquo; more than thinking (tough one, too!), I suggested to change the name of the course to just &lsquo;Thinking Skills&rsquo;, but that was firmly rejected. Then I had this crazy idea to simply develop the course outline (modules and topics) and learning objectives, and let the students discover, explore, organize, adapt and construct the course content based on existing materials available on the web (User-generated content). This idea was totally rejected. Finally, I suggested to include a &lsquo;Creative Thinking&rsquo; topic, which I felt was missing from the course, but that was also rejected. Creative thinking is different! So, instead I decided to infuse creative thinking into every single module of the &lsquo;Critical Thinking&rsquo; course.<br>&#30001;&#20110;&#23398;&#29983;&#20284;&#20046;&#23475;&#24597;&ldquo;&#25209;&#21028;&rdquo;&#36825;&#20010;&#35789;&#29978;&#20110;&#24605;&#32771;&#65288;&#36825;&#20010;&#20063;&#24456;&#38590;&#65281;&#65289;&#65292;&#22240;&#27492;&#25105;&#24314;&#35758;&#21464;&#26356;&#35838;&#31243;&#21517;&#31216;&#65292;&#20165;&#20165;&#20026;&ldquo;&#24605;&#32500;&#25216;&#33021;&rdquo;&#65292;&#20294;&#36973;&#21040;&#22362;&#20915;&#25298;&#32477;&#12290;&#28982;&#21518;&#25105;&#26377;&#20102;&#19968;&#20010;&#30127;&#29378;&#30340;&#20027;&#24847;&#65292;&#23601;&#26159;&#24320;&#21457;&#20986;&#31616;&#21333;&#30340;&#35838;&#31243;&#22823;&#32434;&#65288;&#27169;&#22359;&#21644;&#20027;&#39064;&#65289;&#20197;&#21450;&#23398;&#20064;&#30446;&#26631;&#65292;&#28982;&#21518;&#35753;&#23398;&#29983;&#26681;&#25454;&#32593;&#19978;&#24050;&#26377;&#32032;&#26448;&#65288;&#29992;&#25143;&#29983;&#25104;&#20869;&#23481;&#65289;&#65292;&#25506;&#32034;&#12289;&#21457;&#25496;&#12289;&#25972;&#29702;&#12289;&#35843;&#25972;&#12289;&#26500;&#24314;&#35838;&#31243;&#20869;&#23481;&#12290;&#36825;&#20010;&#24819;&#27861;&#23436;&#20840;&#34987;&#25298;&#32477;&#20102;&#12290;&#26368;&#21518;&#65292;&#25105;&#24314;&#35758;&#21253;&#21547;&ldquo;&#21019;&#36896;&#24615;&#24605;&#32500;&rdquo;&#20027;&#39064;&#65292;&#25105;&#35273;&#24471;&#36825;&#26159;&#36825;&#38376;&#35838;&#25152;&#32570;&#23569;&#30340;&#65292;&#20294;&#26159;&#36825;&#20063;&#34987;&#25298;&#32477;&#20102;&#12290;&#21019;&#36896;&#24615;&#24605;&#32500;&#36319;&#25209;&#21028;&#24615;&#24605;&#32500;&#19981;&#21516;&#65281;&#22240;&#27492;&#65292;&#25105;&#20915;&#23450;&#23558;&#21019;&#36896;&#24615;&#24605;&#32500;&#27880;&#20837;&#21040;&#12298;&#25209;&#21028;&#24615;&#24605;&#32500;&#12299;&#35838;&#31243;&#30340;&#27599;&#20010;&#27169;&#22359;&#24403;&#20013;&#12290;<p></p><p><br> In the end, just before the semester started we managed to agree upon the course outline, which was (Click on the links to view the modules in Slideshare):</p><p>&#26368;&#21518;&#65292;&#23601;&#22312;&#24320;&#23398;&#20043;&#21069;&#65292;&#25105;&#20204;&#32456;&#20110;&#25970;&#23450;&#35838;&#31243;&#22823;&#32434;&#65292;&#22914;&#19979;&#65288;&#28857;&#20987;&#38142;&#25509;&#26597;&#30475;SlideShare &#19978;&#30340;&#27169;&#22359;&#65289;&#65306;</p><p><br></p><ol><li><a class="vt-p" href="http://www.slideshare.net/zaid/introduction-to-critical-thinking/">Introduction to Critical Thinking</a></li><li>&#20171;&#32461;&#25209;&#21028;&#24615;&#24605;&#32500;</li><li><a class="vt-p" href="http://www.slideshare.net/zaid/thinking-tools-231143/">Thinking Tools</a></li><li>&#24605;&#32500;&#24037;&#20855;</li><li>Arguments = <a class="vt-p" href="http://www.slideshare.net/zaid/arguments-part-1/">Part I</a> + <a class="vt-p" href="http://www.slideshare.net/zaid/arguments-part-2/">Part II</a> + <a class="vt-p" href="http://www.slideshare.net/zaid/arguments-part-3/">Part III</a></li><li>&#36777;&#35770;=&#31532;&#19968;&#37096;&#20998;+&#31532;&#20108;&#37096;&#20998;+&#31532;&#19977;&#37096;&#20998;</li><li><a class="vt-p" href="http://www.slideshare.net/zaid/fallacies-304448/">Fallacies</a></li><li>&#35884;&#35823;</li><li><a class="vt-p" href="http://www.slideshare.net/zaid/language-85720/">Language</a></li><li>&#35821;&#35328;</li><li><a class="vt-p" href="http://www.slideshare.net/zaid/decision-making/">Decision Making</a></li><li>&#19979;&#20915;&#23450;</li><li><a class="vt-p" href="http://www.slideshare.net/zaid/problem-solving-85723/">Problem Solving</a></li><li>&#35299;&#20915;&#38382;&#39064;</li></ol><p>Due to limited time, I constructed the content for each module during the 15-week semester, usually a week or two ahead of schedule. As our University was increasingly becoming more conventional, we were required to conduct a 2-hour F2F tutorial every week with our students. Although, we could use OLT, I decided not to, due to the nature of the course (real-time activity-based), number of students (300+), students status (mostly full-time), lack of broadband Internet access (for some), and that the group of tutors facilitating this course were reasonably experienced (more than me, actually!) and were fully capable of managing their own section(s) without my interference. As a course leader, I was also assigned to manage three (3) sections (90+ students).<br></p>&#30001;&#20110;&#26102;&#38388;&#30340;&#38480;&#21046;&#65292;&#22312;&#36825;&#20010;&#20026;&#26399;&#21313;&#20116;&#21608;&#30340;&#23398;&#26399;&#37324;&#65292;&#25105;&#36890;&#24120;&#25552;&#21069;&#19968;&#20004;&#21608;&#26500;&#24314;&#21508;&#20010;&#27169;&#22359;&#30340;&#20869;&#23481;&#12290;&#30001;&#20110;&#25105;&#20204;&#22823;&#23398;&#21464;&#24471;&#26085;&#30410;&#20256;&#32479;&#65292;&#35201;&#27714;&#25105;&#20204;&#27599;&#21608;&#20004;&#23567;&#26102;&#30340;&#38754;&#23545;&#38754;&#36741;&#23548;&#23398;&#29983;&#12290;&#34429;&#28982;&#25105;&#20204;&#21487;&#20197;&#20351;&#29992;&#22312;&#32447;&#20132;&#35848;&#65292;&#20294;&#26159;&#25105;&#20915;&#23450;&#19981;&#29992;&#65292;&#30001;&#20110;&#36825;&#38376;&#35838;&#30340;&#24615;&#36136;&#65288;&#22522;&#20110;&#23454;&#26102;&#27963;&#21160;&#65289;&#65292;&#23398;&#29983;&#25968;&#37327;&#65288;&#19977;&#30334;&#22810;&#20154;&#65289;&#65292;&#23398;&#29983;&#30340;&#36523;&#20221;&#65288;&#22522;&#26412;&#19978;&#20840;&#26085;&#21046;&#65289;&#65292;&#32570;&#20047;&#23485;&#24102;&#20114;&#32852;&#32593;&#25509;&#20837;&#65288;&#37096;&#20998;&#23398;&#29983;&#65289;&#65292;&#36741;&#21161;&#36825;&#38376;&#35838;&#30340;&#21161;&#25945;&#22242;&#38431;&#30456;&#24403;&#26377;&#32463;&#39564;&#65288;&#23621;&#28982;&#27604;&#25105;&#36824;&#26377;&#32463;&#39564;&#65281;&#65289;&#65292;&#24182;&#19988;&#37117;&#26377;&#33021;&#21147;&#22312;&#25105;&#19981;&#24178;&#28041;&#30340;&#24773;&#20917;&#19979;&#31649;&#22909;&#21508;&#33258;&#22823;&#32452;&#12290;&#20316;&#20026;&#19968;&#21517;&#35838;&#31243;&#36127;&#36131;&#20154;&#65292;&#25105;&#20063;&#34987;&#25351;&#27966;&#31649;&#29702;&#19977;&#20010;&#37096;&#20998;&#65288;&#20061;&#21313;&#22810;&#21517;&#23398;&#29983;&#65289;&#12290;<br><br><p>However, to improve the possibility of consistent quality, I did prepare lesson plans (and student activity sheets) for the tutors, which gave them some idea on how I would conduct my tutorials. The lesson plans also included answers (if any), tips, and resource links to some of the puzzles, questions, and videos (YouTube) discussed in the presentation slides. In short, I provided them with some ideas on how I would facilitate the tutorials, but empowered them the freedom to think and do it their own way, as long as they covered the syllabus.<br>&#28982;&#32780;&#65292;&#20026;&#20102;&#25552;&#20379;&#21697;&#36136;&#30340;&#31283;&#23450;&#24615;&#65292;&#25105;&#20026;&#21161;&#25945;&#20204;&#20934;&#22791;&#20102;&#35838;&#31243;&#35745;&#21010;&#65288;&#20197;&#21450;&#23398;&#29983;&#27963;&#21160;&#34920;&#26684;&#65289;&#65292;&#36825;&#32473;&#20102;&#20182;&#20204;&#19968;&#20123;&#20851;&#20110;&#25105;&#25171;&#31639;&#22914;&#20309;&#26500;&#24314;&#25105;&#30340;&#25945;&#23398;&#30340;&#24605;&#36335;&#12290;&#36825;&#20123;&#35838;&#31243;&#35745;&#21010;&#20063;&#21253;&#21547;&#31572;&#26696;&#65288;&#22914;&#26524;&#26377;&#30340;&#35805;&#65289;&#12289;&#25552;&#31034;&#12289;&#21644;&#28436;&#31034;&#25991;&#31295;&#20013;&#35752;&#35770;&#21040;&#30340;&#26576;&#20123;&#26234;&#21147;&#27979;&#39564;&#12289;&#38382;&#39064;&#12289;&#35270;&#39057;&#65288;YouTube&#65289;&#30340;&#36164;&#28304;&#38142;&#25509;&#12290;&#24635;&#20043;&#65292;&#25105;&#20026;&#20182;&#20204;&#25552;&#20379;&#20102;&#19968;&#20123;&#20851;&#20110;&#25105;&#25171;&#31639;&#22914;&#20309;&#36741;&#21161;&#25945;&#23398;&#30340;&#24605;&#36335;&#65292;&#20294;&#20063;&#20801;&#35768;&#20182;&#20204;&#33258;&#30001;&#30340;&#25353;&#29031;&#20182;&#20204;&#33258;&#24049;&#30340;&#26041;&#24335;&#24605;&#32771;&#21644;&#23454;&#26045;&#65292;&#21482;&#35201;&#20182;&#20204;&#19981;&#33073;&#31163;&#22823;&#32434;&#12290;</p><p><br> COURSE CONTENT</p><p>&#35838;&#31243;&#20869;&#23481;</p><p><br> The main focus of the revamped course would be on students&rsquo; practicing, reflecting and improving their thinking skills, and less emphasize would be given to exploring critical thinking theories, concepts and the endless definitions associated with it. <i>What is critical thinking anyway?<br></i>&#25913;&#36896;&#21518;&#30340;&#35838;&#31243;&#37325;&#28857;&#20851;&#27880;&#23398;&#29983;&#30340;&#23454;&#36341;&#12289;&#21453;&#24605;&#65292;&#20197;&#21450;&#25913;&#21892;&#20182;&#20204;&#30340;&#24605;&#32500;&#25216;&#33021;&#65292;&#36739;&#23569;&#24378;&#35843;&#25506;&#32034;&#25209;&#21028;&#24615;&#24605;&#32500;&#29702;&#35770;&#12289;&#27010;&#24565;&#21644;&#19982;&#20043;&#30456;&#20851;&#30340;&#26080;&#31351;&#26080;&#23613;&#30340;&#23450;&#20041;&#12290;&#35841;&#31649;&#25209;&#21028;&#24615;&#24605;&#32500;&#26159;&#20160;&#20040;&#65311;</p><p><br> With this in mind, the course content was constructed focused on engaging the students to reflect and improve their ability to question, analyze, synthesize, reason, problem solve, and make constructive decisions.<br>&#32771;&#34385;&#21040;&#36825;&#19968;&#28857;&#65292;&#35838;&#31243;&#20869;&#23481;&#30340;&#37325;&#28857;&#25918;&#22312;&#21560;&#24341;&#23398;&#29983;&#21453;&#24605;&#24182;&#25913;&#21892;&#20182;&#20204;&#25552;&#38382;&#12289;&#20998;&#26512;&#12289;&#32508;&#21512;&#12289;&#25512;&#29702;&#12289;&#35299;&#20915;&#38382;&#39064;&#21644;&#20316;&#20986;&#31215;&#26497;&#20915;&#23450;&#30340;&#33021;&#21147;&#12290;</p><p><br> To deal with the students fear and motivation to think critically, I decided to put Aristotle, Plato and Socrates on the bench, and introduce <i>my new dream thinking support team led by Master Yoda, Mr. Bean and Inspector Gadget</i>. They play a critical role in relaxing the learners&rsquo; mind to laugh, think, discuss and reflect their own thinking. If Mr. Bean can think critically, why can&rsquo;t I?<br>&#20026;&#20102;&#35299;&#20915;&#23398;&#29983;&#30340;&#24656;&#24807;&#65292;<font style="background-color:#ff0000">&#20419;&#36827;&#23398;&#29983;&#31215;&#26497;&#25209;&#21028;&#24615;&#24605;&#32500;</font>&#65292;&#25105;&#20915;&#23450;&#25226;&#20122;&#37324;&#22763;&#22810;&#24503;&#65292;&#26575;&#25289;&#22270;&#21644;&#33487;&#26684;&#25289;&#24213;&#25918;&#21040;&#19968;&#36793;&#65292;&#20171;&#32461;&#25105;&#30340;&#24605;&#32500;&#25903;&#25345;&#26790;&#24187;&#22242;&#38431;&#65292;&#30001;&#23588;&#36798;&#22823;&#24072;&#12289;&#25000;&#35910;&#20808;&#29983;&#12289;&#31070;&#25506;&#21152;&#26480;&#29305;&#32452;&#25104;&#12290;&#20182;&#20204;&#22312;&#20419;&#20351;&#23398;&#29983;&#24320;&#24576;&#22823;&#31505;&#12289;&#24605;&#32771;&#12289;&#35752;&#35770;&#12289;&#21453;&#24605;&#33258;&#24049;&#30340;&#24605;&#32500;&#30340;&#26102;&#20505;&#36215;&#21040;&#25209;&#21028;&#24615;&#20316;&#29992;&#12290;&#22914;&#26524;&#25000;&#35910;&#20808;&#29983;&#21487;&#20197;&#25209;&#21028;&#24615;&#24605;&#32771;&#65292;&#20026;&#20160;&#20040;&#25105;&#20204;&#23601;&#19981;&#33021;&#21602;&#65311;</p><p><br> Finally, to engage students to think, the content or presentation slides included a lot of thought provoking questions, puzzles, cartoons, pictures, quotes, and group activities to continuously spark the desire to explore the content further.<br>&#26368;&#21518;&#65292;&#20026;&#20102;&#21560;&#24341;&#23398;&#29983;&#24605;&#32771;&#65292;&#28436;&#31034;&#25991;&#31295;&#30340;&#20869;&#23481;&#21253;&#21547;&#20102;&#22823;&#37327;&#21457;&#20154;&#28145;&#30465;&#30340;&#38382;&#39064;&#12289;&#26234;&#21147;&#27979;&#39564;&#12289;&#21345;&#36890;&#12289;&#22270;&#29255;&#12289;&#24341;&#25991;&#65292;&#20197;&#21450;&#23567;&#32452;&#27963;&#21160;&#65292;&#25345;&#32493;&#28608;&#21457;&#23398;&#29983;&#36827;&#19968;&#27493;&#25506;&#32034;&#20869;&#23481;&#30340;&#27442;&#26395;&#12290;</p><p><br> In short, I extracted and mashed up past learning references, added my flavour, and brought in assistance from another galaxy (e.g. Master Yoda) and Earth (e.g. Mr. Bean) to reengineer the content.<br>&#24635;&#20043;&#65292;&#25105;&#20174;&#36807;&#21435;&#30340;&#23398;&#20064;&#21442;&#32771;&#36164;&#26009;&#32418;&#25552;&#21462;&#31934;&#21326;&#24182;&#37325;&#26032;&#32452;&#21512;&#65292;&#21152;&#19978;&#25105;&#30340;&#20559;&#22909;&#65292;&#21152;&#19978;&#26469;&#33258;&#20854;&#20182;&#26143;&#31995;&#65288;&#27604;&#22914;&#23588;&#36798;&#22823;&#24072;&#65289;&#21644;&#22320;&#29699;&#65288;&#27604;&#22914;&#25000;&#35910;&#20808;&#29983;&#65289;&#30340;&#25903;&#25588;&#65292;&#37325;&#26500;&#20102;&#35838;&#31243;&#20869;&#23481;&#12290;</p><p><br> F2F TUTORIALS</p><p>&#38754;&#23545;&#38754;&#36741;&#23548;</p><p><br> I made it a point from day one that students will have to think-out-loud in this class, and no one will be able to escape this. Of course to loosen up the overall fear, I would first gently force the most nervous or scared looking student in the class to answer an open-ended question with their own opinion. By giving this person encouragement and support to whatever the answer may be, the other students in the class might feel safer to participate. It actually works, even in Malaysia were students are often scared to talk and share their ideas in class.<br>&#20174;&#31532;&#19968;&#22825;&#36215;&#25105;&#23601;&#22362;&#25345;&#20570;&#21040;&#65292;&#23398;&#29983;&#22312;&#25945;&#23460;&#24517;&#39035;&#22823;&#22768;&#35828;&#20986;&#20182;&#20204;&#30340;&#24819;&#27861;&#65292;&#27809;&#26377;&#20154;&#21487;&#20197;&#20363;&#22806;&#12290;&#24403;&#28982;&#65292;&#20026;&#20102;&#25918;&#26494;&#25972;&#20307;&#30340;&#24656;&#24807;&#24863;&#65292;&#19968;&#24320;&#22987;&#25105;&#20250;&#28201;&#21644;&#30340;&#24378;&#36843;&#29677;&#19978;&#30475;&#19978;&#21435;&#26368;&#32039;&#24352;&#26368;&#23475;&#24597;&#30340;&#23398;&#29983;&#29992;&#20182;&#20204;&#33258;&#24049;&#30340;&#35266;&#28857;&#22238;&#31572;&#19968;&#20010;&#24320;&#25918;&#24335;&#38382;&#39064;&#12290;&#19981;&#31649;&#20182;&#22238;&#31572;&#20160;&#20040;&#37117;&#32473;&#20104;&#36825;&#20010;&#23398;&#29983;&#40723;&#21169;&#21644;&#25903;&#25345;&#65292;&#29677;&#19978;&#20854;&#20182;&#23398;&#29983;&#20250;&#24863;&#35273;&#21442;&#19982;&#36827;&#26469;&#27604;&#36739;&#23433;&#20840;&#12290;&#20107;&#23454;&#19978;&#24456;&#26377;&#25928;&#65292;&#22312;&#39532;&#26469;&#35199;&#20122;&#25945;&#23460;&#37324;&#65292;&#23398;&#29983;&#20204;&#29978;&#33267;&#24448;&#24448;&#23475;&#24597;&#35828;&#20986;&#24182;&#20998;&#20139;&#20182;&#20204;&#30340;&#24819;&#27861;&#12290;</p><p><br> Every F2F tutorial is broken down into four (4) sessions: </p><p>&#27599;&#27425;&#38754;&#23545;&#38754;&#36741;&#23548;&#37117;&#20998;&#25104;&#22235;&#20010;&#29615;&#33410;&#65306;</p><p><br></p><ul><li><div><i>Warm Up</i> (5 &ndash; 15 minutes) &ndash; To awaken the students&rsquo; minds and bring the class to life, I would begin each class with a few brain stimulating activities, which could be a/an puzzle, question, picture, issue, or a quote.</div><div>&#28909;&#36523;&#65288;&#20116;&#21040;&#21313;&#20116;&#20998;&#38047;&#65289;&#65306;&#21796;&#37266;&#23398;&#29983;&#30340;&#22836;&#33041;&#65292;&#23558;&#35838;&#22530;&#32852;&#31995;&#29983;&#27963;&#65292;&#25105;&#27599;&#22530;&#35838;&#37117;&#20250;&#29992;&#20960;&#20010;&#21050;&#28608;&#22836;&#33041;&#30340;&#27963;&#21160;&#24320;&#22987;&#65292;&#21487;&#20197;&#26159;&#26234;&#21147;&#27979;&#39564;&#12289;&#38382;&#39064;&#12289;&#22270;&#29255;&#12289;&#28909;&#28857;&#38382;&#39064;&#12289;&#24341;&#25991;&#31561;&#12290;</div></li><li><div><i>Lecture &amp; Discussion </i>(30&ndash; 40 minutes) &ndash; This session is very much like an interactive lecture, whereby I would explain, reflect and discuss together with the students the &lsquo;Thinking Menu&rsquo; of the day. </div>&#35762;&#25480;&#19982;&#35752;&#35770;&#65288;&#19977;&#21313;&#33267;&#22235;&#21313;&#20998;&#38047;&#65289;&#65306;&#36825;&#19968;&#29615;&#33410;&#38750;&#24120;&#20687;&#20114;&#21160;&#24335;&#25480;&#35838;&#65292;&#25105;&#20250;&#19982;&#23398;&#29983;&#19968;&#36215;&#35299;&#37322;&#12289;&#21453;&#24605;&#12289;&#35752;&#35770;&#20170;&#22825;&#30340;&ldquo;&#24605;&#32771;&#35805;&#39064;&rdquo;&#12290;</li><li><div><i>Group Activities </i>(45 - 55 minutes) &ndash; In this session students are broken up into small groups (4- 6 participants) to collaborate on some relevant thinking activities. Each group have to choose their leader, and are given specific time frames to complete particular tasks (or using specific thinking tools), and then they need to summarize their answers or findings in writing, and finally one (or more) of the group representatives have to present and discuss the group&rsquo;s output with the class. </div>&#23567;&#32452;&#27963;&#21160;&#65288;&#22235;&#21313;&#20116;&#33267;&#20116;&#21313;&#20116;&#20998;&#38047;&#65289;&#65306;&#22312;&#36825;&#19968;&#29615;&#33410;&#65292;&#23398;&#29983;&#20998;&#25104;&#33509;&#24178;&#23567;&#32452;&#65288;&#27599;&#32452;&#22235;&#33267;&#20845;&#20154;&#65289;&#21512;&#20316;&#36827;&#34892;&#26576;&#20123;&#24605;&#32500;&#30456;&#20851;&#27963;&#21160;&#12290;&#27599;&#20010;&#32452;&#24517;&#39035;&#36873;&#20986;&#33258;&#24049;&#30340;&#36127;&#36131;&#20154;&#65292;&#22312;&#20855;&#20307;&#30340;&#26102;&#38388;&#33539;&#22260;&#20869;&#23436;&#25104;&#29305;&#23450;&#20219;&#21153;&#65288;&#25110;&#32773;&#20351;&#29992;&#29305;&#23450;&#30340;&#24605;&#32500;&#24037;&#20855;&#65289;&#65292;&#28982;&#21518;&#20182;&#20204;&#38656;&#35201;&#20197;&#20070;&#38754;&#24418;&#24335;&#24635;&#32467;&#20182;&#20204;&#30340;&#31572;&#26696;&#25110;&#21457;&#29616;&#12290;&#26368;&#21518;&#65292;&#23567;&#32452;&#30340;&#19968;&#65288;&#25110;&#22810;&#20010;&#65289;&#20195;&#34920;&#38656;&#35201;&#23637;&#31034;&#24182;&#35752;&#35770;&#23567;&#32452;&#26412;&#22530;&#35838;&#30340;&#25104;&#26524;&#12290;</li><li><div><i>Sum Up </i>(5-10 minutes) &ndash; Summarize the module and synthesize/evaluate/reflect the group activity findings. </div>&#24635;&#32467;&#65288;&#20116;&#33267;&#21313;&#20998;&#38047;&#65289;&#65306;&#24635;&#32467;&#36825;&#19968;&#27169;&#22359;&#65292;&#32508;&#21512;&#12289;&#35780;&#20272;&#12289;&#21453;&#24605;&#23567;&#32452;&#27963;&#21160;&#25104;&#26524;&#12290;</li></ul><p><a class="vt-p" href="http://bp3.blogger.com/_337GUHQH0FY/R9iZlWtoS7I/AAAAAAAAA5Y/ypLJWN162RM/s1600-h/moving.jpg"></a></p><div style="text-align:left"><a class="vt-p" href="http://bp3.blogger.com/_337GUHQH0FY/R9iZlWtoS7I/AAAAAAAAA5Y/ypLJWN162RM/s1600-h/moving.jpg"><img alt="" src="http://bp3.blogger.com/_337GUHQH0FY/R9iZlWtoS7I/AAAAAAAAA5Y/ypLJWN162RM/s400/moving.jpg" style="height:301px;width:400px"></a></div>Students are also required to share and rotate task duties, which will ensure that all students at least once or twice will have the pleasure to present the output to the class during the semester. By having such group activities in each class, students also get to practice their teamwork, time management, communication, listening, writing, and presentation skills while collectively thinking about important issues.<br>&#21516;&#26102;&#35201;&#27714;&#23398;&#29983;&#20998;&#20139;&#12289;&#20132;&#25442;&#20219;&#21153;&#32844;&#33021;&#65292;&#36825;&#23558;&#30830;&#20445;&#22312;&#23398;&#26399;&#37324;&#65292;&#27599;&#20010;&#23398;&#29983;&#33267;&#23569;&#26377;&#19968;&#20004;&#27425;&#26426;&#20250;&#24456;&#39640;&#20852;&#22312;&#29677;&#19978;&#23637;&#31034;&#25104;&#26524;&#12290;&#30001;&#20110;&#27599;&#22530;&#35838;&#37117;&#26377;&#36825;&#20123;&#23567;&#32452;&#27963;&#21160;&#65292;&#23398;&#29983;&#20204;&#22312;&#21512;&#20316;&#24605;&#32771;&#37325;&#35201;&#38382;&#39064;&#30340;&#26102;&#20505;&#65292;&#20063;&#33719;&#24471;&#26426;&#20250;&#23454;&#36341;&#22242;&#38431;&#24037;&#20316;&#12289;&#26102;&#38388;&#31649;&#29702;&#12289;&#20132;&#27969;&#27807;&#36890;&#12289;&#20542;&#21548;&#12289;&#20889;&#20316;&#12289;&#28436;&#35762;&#31561;&#25216;&#33021;&#12290;<br><br> To make the group activities relevant to their learning, I tried to select interesting and meaningful discussion topics. For example, during the first F2F class group activity, students were asked to reflect what it means to be an excellent student and lecturer. They were asked to discuss, identify and rank the &ldquo;Top 10&rdquo; characteristics/traits/behaviours of an excellent lecturer and student. By the end of the class we together had actually negotiated what to expect from one another throughout the semester. I told them that I will try my level best to be an excellent lecturer according to their terms (caring, punctual, open minded, effective teaching, etc.), and that I hoped that they could be an excellent student accordingly (hard working, self-disciplined, active participation, honest, etc.).<br>&#20026;&#20102;&#35753;&#23567;&#32452;&#27963;&#21160;&#19982;&#20854;&#23398;&#20064;&#30456;&#20851;&#65292;&#25105;&#35797;&#30528;&#36873;&#25321;&#26377;&#36259;&#26377;&#24847;&#20041;&#30340;&#35752;&#35770;&#35805;&#39064;&#12290;&#27604;&#22914;&#65292;&#22312;&#31532;&#19968;&#27425;&#38754;&#23545;&#38754;&#35838;&#22530;&#23567;&#32452;&#27963;&#21160;&#20013;&#65292;&#35201;&#27714;&#23398;&#29983;&#21453;&#24605;&#20248;&#31168;&#23398;&#29983;&#12289;&#20248;&#31168;&#25945;&#24072;&#24847;&#21619;&#30528;&#20160;&#20040;&#12290;&#35201;&#27714;&#20182;&#20204;&#35752;&#35770;&#12289;&#30830;&#23450;&#24182;&#25490;&#24207;&#20248;&#31168;&#25945;&#24072;&#20248;&#31168;&#23398;&#29983;&#30340;&#21313;&#22823;&#29305;&#24449;&#12289;&#20010;&#24615;&#12289;&#34920;&#29616;&#12290;&#24555;&#19979;&#35838;&#30340;&#26102;&#20505;&#65292;&#25105;&#20204;&#19968;&#36215;&#23454;&#23454;&#22312;&#22312;&#30340;&#21830;&#23450;&#25972;&#20010;&#23398;&#26399;&#23545;&#24444;&#27492;&#30340;&#26399;&#26395;&#12290;&#25105;&#21578;&#35785;&#20182;&#20204;&#65292;&#25105;&#20250;&#23613;&#33258;&#24049;&#26368;&#22823;&#30340;&#21162;&#21147;&#21435;&#20570;&#19968;&#21517;&#31526;&#21512;&#20182;&#20204;&#35201;&#27714;&#30340;&#20248;&#31168;&#25945;&#24072;&#65288;&#20851;&#24576;&#12289;&#23432;&#26102;&#12289;&#24605;&#32500;&#24320;&#25918;&#12289;&#26377;&#25928;&#25945;&#23398;&#31561;&#65289;&#65292;&#30456;&#24212;&#30340;&#65292;&#25105;&#24076;&#26395;&#20182;&#20204;&#33021;&#25104;&#20026;&#20248;&#31168;&#23398;&#29983;&#65288;&#24037;&#20316;&#21162;&#21147;&#12289;&#33258;&#24459;&#12289;&#31215;&#26497;&#21442;&#19982;&#12289;&#35802;&#23454;&#31561;&#65289;&#12290;<br><br> By the end of the semester we had managed to discuss and reflect collectively a lot of interesting and relevant topics including global warming, great thinkers and inventions, whether entrepreneurship is genetic or can be learned, the essence of beauty, whether all-star wrestling is real or not, and much more. During the learning process students had also managed to explore several useful thinking tools including mind mapping, six thinking hats, CoRT, and SWOT Analysis.<br>&#21040;&#23398;&#26399;&#26411;&#30340;&#26102;&#20505;&#65292;&#25105;&#20204;&#24050;&#32463;&#25104;&#21151;&#30340;&#20849;&#21516;&#35752;&#35770;&#12289;&#21453;&#24605;&#20102;&#22823;&#37327;&#26377;&#36259;&#30340;&#30456;&#20851;&#35838;&#39064;&#65292;&#21253;&#25324;&#20840;&#29699;&#21464;&#26262;&#12289;&#20255;&#22823;&#24605;&#24819;&#23478;&#21644;&#21457;&#26126;&#12289;&#21019;&#19994;&#31934;&#31070;&#26159;&#36951;&#20256;&#30340;&#36824;&#26159;&#21487;&#20197;&#23398;&#21040;&#12289;&#32654;&#30340;&#26412;&#36136;&#65292;&#20840;&#26126;&#26143;&#25684;&#36324;&#26159;&#30495;&#30340;&#36824;&#26159;&#20551;&#30340;&#65292;&#31561;&#31561;&#12290;&#22312;&#23398;&#20064;&#36807;&#31243;&#20013;&#65292;&#23398;&#29983;&#20204;&#20063;&#25104;&#21151;&#30340;&#25506;&#32034;&#20102;&#20960;&#31181;&#26377;&#29992;&#30340;&#24605;&#32500;&#24037;&#20855;&#65292;&#21253;&#25324;&#24605;&#32500;&#23548;&#22270;&#12289;&#20845;&#39030;&#24605;&#32771;&#24125;&#12289;&#27604;&#30693;&#35782;&#36824;&#22810;&#65288;CoRT&#65289;&#24605;&#32500;&#35757;&#32451;&#12289;SWOT&#20998;&#26512;&#27861;&#12290;<br><br> ONLINE FORUMS<div>&#22312;&#32447;&#35770;&#22363;<br><br> Students were required to participate in two (2) online forums scheduled during the semester. Each forum carried 2.5 percent (total = 5%) of the course assessment evaluation. Assessment scheme for each forum was:</div><div>&#23398;&#29983;&#34987;&#35201;&#27714;&#22312;&#36825;&#20010;&#23398;&#26399;&#23433;&#25490;&#21442;&#19982;&#20004;&#20010;&#22312;&#32447;&#35770;&#22363;&#12290;&#27599;&#20010;&#35770;&#22363;&#21344;&#21040;&#35838;&#31243;&#35780;&#20272;&#30340;&#30334;&#20998;&#20043;&#20108;&#28857;&#20116;&#65288;&#19968;&#20849;&#30334;&#20998;&#20043;&#20116;&#65289;&#12290;&#27599;&#20010;&#35770;&#22363;&#30340;&#35780;&#20215;&#26041;&#26696;&#26159;&#65306;<br><p></p><ul><li><i>1.0 %</i> - For your reflective response to the forum issue.</li><li>&#30334;&#20998;&#20043;&#19968;&#28857;&#38646;&#65306;&#20320;&#23545;&#35770;&#22363;&#38382;&#39064;&#20316;&#20986;&#26377;&#28145;&#24230;&#30340;&#22238;&#22797;&#12290;</li><li><i>1.0 %</i> - for reflecting, adding value or challenging at least one of your classmates&rsquo; responses.</li><li>&#30334;&#20998;&#20043;&#19968;&#28857;&#38646;&#65306;&#20320;&#21453;&#24605;&#12289;&#22686;&#20540;&#12289;&#36136;&#30097;&#33267;&#23569;&#19968;&#21517;&#21516;&#29677;&#21516;&#23398;&#30340;&#22238;&#22797;&#12290;<br></li><li><i>0.5 %</i> - for submitting your 1st response within the first week of the forum.</li><li>&#30334;&#20998;&#20043;&#38646;&#28857;&#20116;&#65306;&#31532;&#19968;&#21608;&#22312;&#35770;&#22363;&#37324;&#25552;&#20132;&#20320;&#30340;&#31532;&#19968;&#26465;&#22238;&#22797;&#12290;<br></li></ul><p>The assessment scheme was set to encourage early participation and threaded discussions (not just a list of short essay answers!).<br>&#35813;&#35780;&#20215;&#26041;&#26696;&#26088;&#22312;&#40723;&#21169;&#23613;&#26089;&#21442;&#19982;&#24182;&#31215;&#26497;&#21442;&#19982;&#21040;&#35752;&#35770;&#20013;&#65288;&#19981;&#21482;&#26159;&#22238;&#31572;&#20960;&#20010;&#21333;&#35789;&#32780;&#24050;&#65281;&#65289;</p><p><br> In the first online forum, students were asked to argue who they thought was the <i>greatest thinker of the 20th century</i>, and in the second forum students were asked to discuss an invention (and the thinking process behind it) that had an influential impact on mankind.<br>&#22312;&#31532;&#19968;&#20010;&#35770;&#22363;&#65292;&#35201;&#27714;&#23398;&#29983;&#36777;&#35770;&#20182;&#20204;&#35748;&#20026;&#35841;&#26159;&#20108;&#21313;&#19990;&#32426;&#26368;&#20255;&#22823;&#30340;&#24605;&#24819;&#23478;&#65292;&#22312;&#31532;&#20108;&#20010;&#35770;&#22363;&#35201;&#27714;&#23398;&#29983;&#35752;&#35770;&#19968;&#39033;&#23545;&#20154;&#31867;&#26377;&#37325;&#22823;&#24433;&#21709;&#30340;&#21457;&#26126;&#65288;&#21450;&#20854;&#32972;&#21518;&#30340;&#24605;&#32500;&#36807;&#31243;&#65289;&#12290;</p><p><br> Both forums turned out to be informative and dynamic. Especially, the first forum, where approximately 300 students joined one mega discussion, was a huge challenge beyond the capability of our in-house developed learning management system (LMS), and my browser. After having several mega headaches trying to manage and reflect hundreds of posts, I made sure in the second forum to chunk the discussion into groups based on the course sections, which were facilitated and marked by each individual tutor.<br>&#20004;&#20010;&#35770;&#22363;&#37117;&#20805;&#28385;&#20102;&#20449;&#24687;&#65292;&#29983;&#26426;&#21187;&#21187;&#12290;&#23588;&#20854;&#26159;&#31532;&#19968;&#20010;&#35770;&#22363;&#65292;&#26377;&#22823;&#32422;&#19977;&#30334;&#21517;&#23398;&#29983;&#21152;&#20837;&#21040;&#19968;&#20010;&#22823;&#22411;&#35752;&#35770;&#65292;&#36825;&#23545;&#25105;&#20204;&#33258;&#24049;&#24320;&#21457;&#30340;&#23398;&#20064;&#31649;&#29702;&#31995;&#32479;&#30340;&#24615;&#33021;&#26159;&#24040;&#22823;&#25361;&#25112;&#65292;&#23545;&#20110;&#25105;&#30340;&#27983;&#35272;&#22120;&#20063;&#26159;&#22914;&#27492;&#12290;&#22312;&#32463;&#21382;&#23581;&#35797;&#31649;&#29702;&#21644;&#24605;&#32771;&#25968;&#30334;&#31687;&#24086;&#23376;&#24341;&#36215;&#30340;&#20960;&#27425;&#22836;&#30140;&#20043;&#21518;&#65292;&#25105;&#35201;&#30830;&#20445;&#22312;&#31532;&#20108;&#20010;&#35770;&#22363;&#65292;&#22823;&#37096;&#20998;&#35752;&#35770;&#25353;&#29031;&#35838;&#31243;&#22823;&#32452;&#23637;&#24320;&#20998;&#32452;&#35752;&#35770;&#65292;&#30001;&#21508;&#20010;&#21161;&#25945;&#36741;&#23548;&#21450;&#25171;&#20998;&#12290;<br><a class="vt-p" href="http://bp3.blogger.com/_337GUHQH0FY/R9iZlWtoS6I/AAAAAAAAA5Q/nzn43G3zYMg/s1600-h/logos.jpg"></a></p><div style="text-align:left"><a class="vt-p" href="http://bp3.blogger.com/_337GUHQH0FY/R9iZlWtoS6I/AAAAAAAAA5Q/nzn43G3zYMg/s1600-h/logos.jpg"><img alt="" src="http://bp3.blogger.com/_337GUHQH0FY/R9iZlWtoS6I/AAAAAAAAA5Q/nzn43G3zYMg/s400/logos.jpg" style="height:298px;width:400px"></a></div>The good thing we can take from the online forums is that <i>most students know about Wikipedia</i>. The not so good thing was that many of the students simply copy/pasted from it without giving much thought, or any reference or credit to the source. Interestingly, a few students managed to copy/paste Aristotle, Plato and Socrates from Wikipedia (No comment!). There was even one case of a student copying another students&rsquo; excellent reflective answer from the forum itself, and then pasting it as his own answer with a minor change to the introduction and conclusion. Luckily, the student being plagiarised informed me about it, and I did the necessary to teach the plagiarizer a lesson he probably won&rsquo;t forget.<br><p></p><p>&#25105;&#20204;&#20174;&#22312;&#32447;&#35770;&#22363;&#24471;&#21040;&#30340;&#22909;&#28040;&#24687;&#26159;&#65292;&#22823;&#22810;&#25968;&#23398;&#29983;&#37117;&#30693;&#36947;&#32500;&#22522;&#30334;&#31185;&#12290;&#19981;&#37027;&#20040;&#22909;&#30340;&#28040;&#24687;&#26159;&#35768;&#22810;&#23398;&#29983;&#20165;&#20165;&#26159;&#31616;&#21333;&#30340;&#22797;&#21046;&#31896;&#36148;&#32500;&#22522;&#30334;&#31185;&#65292;&#32780;&#19981;&#20570;&#20219;&#20309;&#24605;&#32771;&#65292;&#20063;&#27809;&#26377;&#20026;&#20986;&#22788;&#32473;&#20986;&#20219;&#20309;&#21442;&#32771;&#25991;&#29486;&#21644;&#33268;&#35874;&#12290;&#26377;&#36259;&#30340;&#26159;&#65292;&#23569;&#25968;&#23398;&#29983;&#25104;&#21151;&#30340;&#20174;&#32500;&#22522;&#30334;&#31185;&#22797;&#21046;&#31896;&#36148;&#20102;&#20122;&#37324;&#22763;&#22810;&#24503;&#65292;&#26575;&#25289;&#22270;&#21644;&#33487;&#26684;&#25289;&#24213;&#65288;&#25298;&#32477;&#35780;&#35770;&#65281;&#65289;&#12290;&#29978;&#33267;&#26377;&#19968;&#20010;&#23398;&#29983;&#20174;&#36825;&#20010;&#35770;&#22363;&#37324;&#22797;&#21046;&#20854;&#20182;&#23398;&#29983;&#30340;&#20248;&#31168;&#28145;&#24230;&#22238;&#31572;&#65292;&#28982;&#21518;&#30053;&#20316;&#25913;&#21160;&#24341;&#35328;&#21644;&#32467;&#35821;&#23601;&#31896;&#36148;&#21040;&#20182;&#33258;&#24049;&#30340;&#31572;&#26696;&#37324;&#12290;&#24184;&#36816;&#30340;&#26159;&#65292;&#34987;&#25220;&#34989;&#30340;&#23398;&#29983;&#36890;&#30693;&#20102;&#25105;&#65292;&#25105;&#32473;&#20102;&#25220;&#34989;&#32773;&#19968;&#27425;&#24517;&#35201;&#30340;&#25945;&#35757;&#65292;&#20182;&#22823;&#27010;&#19981;&#20250;&#24536;&#35760;&#30340;&#12290;</p><p><br></p><p>Overall, it was a thrill to engage and discuss about great thinkers and inventions (and the struggles they went through) with the students, and many of them took these forums quite seriously, and some of their reflections and arguments were quite impressive. I was also impressed with some of the students&rsquo; reflective arguments for why they should get a better grade.<br>&#24635;&#20043;&#65292;&#21442;&#19982;&#24182;&#35752;&#35770;&#26368;&#20255;&#22823;&#30340;&#24605;&#24819;&#23478;&#21644;&#21457;&#26126;&#65288;&#20197;&#21450;&#20182;&#20204;&#25152;&#32463;&#21382;&#30340;&#26007;&#20105;&#65289;&#65292;&#36825;&#26159;&#19968;&#20214;&#20196;&#20154;&#20852;&#22859;&#30340;&#20107;&#24773;&#65292;&#20182;&#20204;&#35768;&#22810;&#20154;&#38750;&#24120;&#37325;&#35270;&#21442;&#19982;&#21040;&#35770;&#22363;&#24403;&#20013;&#65292;&#20182;&#20204;&#19968;&#20123;&#20154;&#30340;&#24605;&#32771;&#21644;&#35770;&#28857;&#65292;&#20196;&#20154;&#21360;&#35937;&#28145;&#21051;&#12290;&#25105;&#23545;&#19968;&#20123;&#23398;&#29983;&#32463;&#36807;&#28145;&#24605;&#29087;&#34385;&#30340;&#35770;&#28857;&#20063;&#25265;&#26377;&#22909;&#21360;&#35937;&#65292;&#36825;&#20063;&#26159;&#20182;&#20204;&#33021;&#22815;&#24471;&#21040;&#22909;&#30340;&#35780;&#23450;&#31561;&#32423;&#30340;&#21407;&#22240;&#12290;</p><p><br> ONLINE QUIZ</p><p>&#22312;&#32447;&#27979;&#39564;</p><p><br> Students had to take three small quizzes, each carrying five (5) percent of the course assessment evaluation. One (1) quiz was conducted during a F2F class and two (2) quizzes were conducted online. I gave the students the opportunity to do each online quiz (multiple-choice) from any place within a one week period. </p><p>&#23398;&#29983;&#24517;&#39035;&#21442;&#21152;&#19977;&#27425;&#23567;&#30340;&#27979;&#39564;&#65292;&#27599;&#27425;&#21344;&#21040;&#35838;&#31243;&#35780;&#20272;&#35780;&#20215;&#30340;&#30334;&#20998;&#20043;&#20116;&#12290;&#19968;&#27425;&#27979;&#35797;&#26159;&#22312;&#38754;&#23545;&#38754;&#35838;&#22530;&#19978;&#23454;&#26045;&#65292;&#20004;&#27425;&#26159;&#22312;&#32447;&#23454;&#26045;&#12290;&#25105;&#32473;&#20102;&#23398;&#29983;&#19968;&#20010;&#26426;&#20250;&#65292;&#20801;&#35768;&#20182;&#20204;&#22312;&#19968;&#21608;&#20043;&#20869;&#22312;&#20219;&#20309;&#22320;&#26041;&#23436;&#25104;&#36825;&#20004;&#27425;&#22312;&#32447;&#27979;&#39564;&#65288;&#22810;&#39033;&#36873;&#25321;&#65289;&#12290;</p><p><br></p><p>In the first online quiz, I used <i>randomization of questions (from a question pool) and shuffling of questions/answers</i>, and I had deliberately created a tough one to awaken and challenge the students to think early on in the course. Interestingly, only 3 out of 272 who took the first online quiz got 100%. </p><p>&#22312;&#31532;&#19968;&#39033;&#22312;&#32447;&#27979;&#39564;&#65292;&#25105;&#20351;&#29992;&#38543;&#26426;&#39064;&#30446;&#65288;&#21462;&#33258;&#35797;&#39064;&#24211;&#65289;&#65292;&#25171;&#20081;&#20102;&#39064;&#30446;&#21644;&#31572;&#26696;&#39034;&#24207;&#65292;&#25105;&#21487;&#20197;&#21046;&#36896;&#20102;&#19968;&#20221;&#24456;&#38590;&#30340;&#27979;&#39564;&#65292;&#20197;&#21796;&#37266;&#24182;&#28608;&#21169;&#23398;&#29983;&#23613;&#26089;&#22312;&#35838;&#31243;&#20013;&#24605;&#32771;&#12290;&#26377;&#36259;&#30340;&#26159;&#65292;&#20108;&#30334;&#19971;&#21313;&#20108;&#21517;&#23398;&#29983;&#24403;&#20013;&#21482;&#26377;&#19977;&#21517;&#23398;&#29983;&#22312;&#31532;&#19968;&#27425;&#22312;&#32447;&#27979;&#39564;&#20013;&#25343;&#21040;&#28385;&#20998;&#12290;</p><p><br></p><p>The second online quiz was based on the module 4 (Fallacies). This time around I did not use randomization of questions, but I did continue with shuffling of questions/answers. 60 out of 285 managed to get 100%, which was an astonishing result (and perhaps a much easier quiz!). Interestingly, I had constructed a &lsquo;Two Wrongs Make a Right&rsquo; fallacy in module 4 which says, </p><p><i>&ldquo;I don&rsquo;t feel guilty about cheating on Zaid&rsquo;s online quiz. Half the class cheats on his quiz.&rdquo; </i><br></p><p>&#31532;&#20108;&#27425;&#22312;&#32447;&#27979;&#39564;&#22522;&#20110;&#31532;&#22235;&#27169;&#22359;&#65288;&#35884;&#35823;&#65289;&#12290;&#36825;&#19968;&#27425;&#25105;&#27809;&#26377;&#20351;&#29992;&#38543;&#26426;&#35797;&#39064;&#65292;&#20294;&#26159;&#25105;&#32487;&#32493;&#25171;&#20081;&#39064;&#30446;&#31572;&#26696;&#12290;&#20108;&#30334;&#20843;&#21313;&#20116;&#21517;&#21442;&#32771;&#23398;&#29983;&#20013;&#26377;&#20845;&#21313;&#21517;&#23398;&#29983;&#25104;&#21151;&#33719;&#24471;&#28385;&#20998;&#65292;&#36825;&#20010;&#32467;&#26524;&#24456;&#24778;&#20154;&#65288;&#20063;&#35768;&#26159;&#22240;&#20026;&#27979;&#39564;&#24456;&#23481;&#26131;&#65281;&#65289;&#12290;&#26377;&#36259;&#30340;&#26159;&#65292;&#25105;&#22312;&#31532;&#22235;&#27169;&#22359;&#26500;&#24314;&#20102;&#19968;&#20010;&ldquo;&#20320;&#25105;&#30342;&#38169;&rdquo;&#65288;Two Wrongs Make a Right&#65289;&#35884;&#35823;&#65292;&#36825;&#26159;&#35828;&#65306;&ldquo;&#25105;&#35748;&#20026;&#23567;&#26597;&#22312;&#22312;&#32447;&#27979;&#39564;&#20013;&#20316;&#24330;&#27809;&#26377;&#38169;&#12290;&#29677;&#19978;&#26377;&#19968;&#21322;&#20154;&#37117;&#22312;&#20316;&#24330;&#12290;&rdquo;</p><p><br></p><p>Strangely enough, in one section a whopping 20 out of 42 got 100% correct. The results were impressive, but something was not right. Then I discovered that 17 out of these 20 with full marks had completed the quiz in less than 3 minutes. Other students who did the quiz took on the average more than 10 minutes to complete. Also, one of the students had come to my office during the quiz period with a friend (in a giggling mood!), claiming that someone else had logged in as her, and done her quiz (and gotten only 90%!). She asked me to reset her quiz. So, to give her a second chance, I reset her quiz. She took less than 2 minutes to get 100%. </p><p>&#22855;&#24618;&#30340;&#26159;&#65292;&#22312;&#26576;&#19968;&#20010;&#22823;&#32452;&#39640;&#36798;&#22235;&#21313;&#20108;&#20998;&#20043;&#20108;&#21313;&#30340;&#20154;&#33719;&#24471;&#28385;&#20998;&#12290;&#36825;&#19968;&#32467;&#26524;&#20196;&#20154;&#21360;&#35937;&#28145;&#21051;&#65292;&#20294;&#26159;&#26377;&#20123;&#20107;&#24773;&#19981;&#23545;&#22836;&#12290;&#25509;&#19979;&#26469;&#25105;&#21457;&#29616;&#36825;&#20108;&#21313;&#21517;&#23398;&#29983;&#20013;&#65292;&#26377;&#21313;&#19971;&#20154;&#20570;&#23436;&#27979;&#39564;&#21482;&#29992;&#20102;&#19981;&#21040;&#19977;&#20998;&#38047;&#12290;&#20854;&#20182;&#23398;&#29983;&#20570;&#23436;&#27979;&#39564;&#24179;&#22343;&#36229;&#36807;&#21313;&#20998;&#38047;&#12290;&#21516;&#26102;&#65292;&#26377;&#19968;&#20010;&#23398;&#29983;&#21644;&#26379;&#21451;&#19968;&#36215;&#22312;&#27979;&#39564;&#26399;&#38388;&#36827;&#21040;&#25105;&#30340;&#21150;&#20844;&#23460;&#65288;&#32780;&#19988;&#36824;&#20048;&#21621;&#21621;&#30340;&#65281;&#65289;&#65292;&#22768;&#31216;&#26377;&#20154;&#20197;&#20182;&#30340;&#21517;&#20041;&#30331;&#24405;&#65292;&#20570;&#23436;&#20102;&#20182;&#30340;&#27979;&#39564;&#65288;&#24182;&#19988;&#21482;&#25343;&#21040;&#30334;&#20998;&#20043;&#20061;&#21313;&#20998;&#65281;&#65289;&#12290;&#20182;&#35201;&#27714;&#25105;&#37325;&#26032;&#35774;&#32622;&#20182;&#30340;&#27979;&#39564;&#12290;&#22240;&#27492;&#65292;&#25105;&#32473;&#20102;&#20182;&#31532;&#20108;&#27425;&#26426;&#20250;&#65292;&#37325;&#32622;&#20102;&#20182;&#30340;&#27979;&#39564;&#12290;&#20182;&#33457;&#20102;&#19981;&#21040;&#20004;&#20998;&#38047;&#25343;&#21040;&#20102;&#28385;&#20998;&#12290;</p><p><br></p><p>I told the students in the next class that some of them had cheated on the online quiz, and asked those who had done it to come forward and admit their wrongdoing. I also told them about the quiz completion time discovery, and that I had a list of all those that are likely to be guilty, and that this was also a test of integrity and character. After the class, the guilty came forward one by one to apologize for their wrongdoing. Although, they did something wrong, they showed great character to come forward and admit their mistake. To my astonishment, one student made it clear to me that they did not cheat, but instead argued that they had collaborated together to succeed. Now, that got me to think that perhaps we could also conduct online group quizzes in the future, which could be useful to facilitate collaborative learning in a quiz competitive mode. I suppose we all learned a few lessons from this incident. </p><p>&#25105;&#22312;&#21518;&#19968;&#22530;&#35838;&#21578;&#35785;&#23398;&#29983;&#20182;&#20204;&#24403;&#20013;&#26377;&#20154;&#22312;&#22312;&#32447;&#27979;&#39564;&#20013;&#33310;&#24330;&#65292;&#35201;&#27714;&#33310;&#24330;&#30340;&#20154;&#31449;&#20986;&#26469;&#25215;&#35748;&#33258;&#24049;&#30340;&#38169;&#35823;&#12290;&#25105;&#36824;&#21578;&#35785;&#20182;&#20204;&#25105;&#25152;&#21457;&#29616;&#30340;&#27979;&#39564;&#23436;&#25104;&#26102;&#38388;&#65292;&#25105;&#26377;&#19968;&#20221;&#28165;&#21333;&#65292;&#19978;&#38754;&#26377;&#25152;&#26377;&#21487;&#33021;&#26377;&#32618;&#30340;&#23398;&#29983;&#21517;&#21333;&#65292;&#36825;&#20063;&#26159;&#19968;&#27425;&#23545;&#35802;&#20449;&#21644;&#21697;&#26684;&#30340;&#27979;&#39564;&#12290;&#35838;&#21518;&#65292;&#33310;&#24330;&#30340;&#25384;&#20010;&#31449;&#20986;&#26469;&#20026;&#20854;&#38169;&#35823;&#34892;&#20026;&#36947;&#27465;&#12290;&#34429;&#28982;&#20182;&#20204;&#29359;&#20102;&#38169;&#65292;&#20294;&#26159;&#20182;&#20204;&#23637;&#29616;&#20102;&#20255;&#22823;&#30340;&#21697;&#26684;&#65292;&#31449;&#20986;&#26469;&#25215;&#35748;&#38169;&#35823;&#12290;&#20196;&#25105;&#24778;&#35766;&#30340;&#26159;&#65292;&#26377;&#19968;&#21517;&#23398;&#29983;&#26126;&#30830;&#21578;&#35785;&#25105;&#65292;&#20182;&#20204;&#27809;&#26377;&#20316;&#24330;&#65292;&#32780;&#26159;&#35748;&#20026;&#20182;&#20204;&#22312;&#21512;&#20316;&#23436;&#25104;&#20219;&#21153;&#12290;&#29616;&#22312;&#65292;&#36825;&#35753;&#25105;&#24819;&#21040;&#65292;&#20063;&#35768;&#23558;&#26469;&#25105;&#20204;&#36824;&#21487;&#20197;&#26500;&#24314;&#22312;&#32447;&#23567;&#32452;&#27979;&#39564;&#65292;&#23545;&#20419;&#36827;&#27979;&#39564;&#31454;&#20105;&#27169;&#24335;&#19979;&#30340;&#21512;&#20316;&#23398;&#20064;&#21487;&#33021;&#38750;&#24120;&#26377;&#29992;&#12290;&#25105;&#24076;&#26395;&#25105;&#20204;&#22823;&#23478;&#37117;&#20174;&#36825;&#27425;&#20107;&#20214;&#20013;&#23398;&#21040;&#19968;&#28857;&#25945;&#35757;&#12290;</p><p><br></p><p>Finally, if you are planning to conduct online quizzes, keep in mind that <i>you will never know who is actually doing the online quiz, unless you have a witness</i> (proctored exam), or it is done in a computer lab with surveillance, so that you can verify who is actually doing it. But then again if students really want to cheat, they will find a way. Besides minimizing the possibility of cheating, it is perhaps more useful to encourage and practice good values and behaviours during the learning process. In short, we need to practice good values and behaviours ourselves first, before we can expect such things from our students. Look who&rsquo;s talking!</p><p>&#26368;&#21518;&#65292;&#22914;&#26524;&#20320;&#27491;&#35745;&#21010;&#23454;&#26045;&#22312;&#32447;&#27979;&#39564;&#65292;&#35831;&#35760;&#20303;&#65292;&#20320;&#27704;&#36828;&#20063;&#19981;&#30693;&#36947;&#35841;&#20250;&#30495;&#27491;&#21435;&#20570;&#22312;&#32447;&#27979;&#39564;&#65292;&#38500;&#38750;&#20320;&#26377;&#35777;&#20154;&#65288;&#26377;&#30417;&#32771;&#30340;&#32771;&#35797;&#65289;&#65292;&#25110;&#32773;&#26159;&#22312;&#26377;&#30417;&#25511;&#30340;&#26426;&#25151;&#23436;&#25104;&#30340;&#65292;&#20351;&#20320;&#21487;&#20197;&#39564;&#35777;&#35841;&#30495;&#27491;&#20570;&#20102;&#27979;&#39564;&#12290;&#20294;&#26159;&#35805;&#21448;&#35828;&#22238;&#26469;&#65292;&#22914;&#26524;&#23398;&#29983;&#30495;&#30340;&#24819;&#33310;&#24330;&#65292;&#20182;&#20204;&#20250;&#25214;&#21040;&#21150;&#27861;&#30340;&#12290;&#38500;&#20102;&#23613;&#37327;&#20943;&#23569;&#20316;&#24330;&#30340;&#21487;&#33021;&#24615;&#65292;&#21487;&#33021;&#26356;&#22909;&#30340;&#21150;&#27861;&#26159;&#40723;&#21169;&#21644;&#23454;&#36341;&#23398;&#20064;&#36807;&#31243;&#20013;&#30340;&#33391;&#22909;&#20215;&#20540;&#35266;&#33391;&#22909;&#34892;&#20026;&#12290;&#24635;&#20043;&#65292;&#25105;&#20204;&#38656;&#35201;&#33258;&#24049;&#39318;&#20808;&#23454;&#36341;&#33391;&#22909;&#20215;&#20540;&#35266;&#21644;&#33391;&#22909;&#34892;&#20026;&#65292;&#28982;&#21518;&#25165;&#33021;&#26399;&#26395;&#23398;&#29983;&#20570;&#21040;&#36825;&#20123;&#12290;&#35328;&#34892;&#19968;&#33268;&#65281;<br><br> GROUP PROJECT &amp; PRESENTATION</p><p>&#23567;&#32452;&#39033;&#30446;&#19982;&#23637;&#31034;<br><a class="vt-p" href="http://bp0.blogger.com/_337GUHQH0FY/R9iZlmtoS8I/AAAAAAAAA5g/aTM0meZe008/s1600-h/smoking.jpg"></a></p><p><br></p><div style="text-align:left"><a class="vt-p" href="http://bp0.blogger.com/_337GUHQH0FY/R9iZlmtoS8I/AAAAAAAAA5g/aTM0meZe008/s1600-h/smoking.jpg"><img alt="" src="http://bp0.blogger.com/_337GUHQH0FY/R9iZlmtoS8I/AAAAAAAAA5g/aTM0meZe008/s400/smoking.jpg" style="height:299px;width:400px"></a></div>In addition to three (3) quizzes, two (2) online forums, and group activities in each F2F session, students were required to work on a group project, which would be presented to the class some time during the last four (4) weeks of the course. They were required to <i>research a problem or issue of their choice, and then write a recommendation report</i> with constructive suggestions on how to deal with it. Interestingly, I made it compulsory that everyone in the group had to present some portion of their project during the group project presentation. While all shared the same grade for the group project (15%), each student was evaluated individually for the presentation session (10%).</div>&#38500;&#20102;&#36825;&#19977;&#27425;&#27979;&#39564;&#12289;&#20004;&#20010;&#22312;&#32447;&#35770;&#22363;&#12289;&#27599;&#27425;&#38754;&#23545;&#38754;&#35838;&#31243;&#26102;&#30340;&#23567;&#32452;&#27963;&#21160;&#65292;&#36824;&#35201;&#27714;&#23398;&#29983;&#20570;&#19968;&#39033;&#23567;&#32452;&#39033;&#30446;&#65292;&#24182;&#23558;&#22312;&#35838;&#31243;&#26368;&#21518;&#22235;&#21608;&#30340;&#26576;&#20010;&#26102;&#38388;&#21521;&#20840;&#29677;&#23637;&#31034;&#12290;&#35201;&#27714;&#20182;&#20204;&#33258;&#24049;&#36873;&#25321;&#30740;&#31350;&#26576;&#20010;&#38382;&#39064;&#25110;&#20107;&#29289;&#65292;&#28982;&#21518;&#20889;&#20986;&#19968;&#20221;&#24102;&#26377;&#22914;&#20309;&#22788;&#29702;&#23427;&#30340;&#24314;&#35774;&#24615;&#24847;&#35265;&#30340;&#24314;&#35758;&#25253;&#21578;&#12290;&#26377;&#36259;&#30340;&#26159;&#65292;&#25105;&#20570;&#20102;&#30828;&#24615;&#35268;&#23450;&#65292;&#22312;&#20570;&#23567;&#32452;&#39033;&#30446;&#23637;&#31034;&#30340;&#26102;&#20505;&#65292;&#21516;&#19968;&#23567;&#32452;&#30340;&#27599;&#20010;&#25104;&#21592;&#37117;&#24517;&#39035;&#23637;&#31034;&#39033;&#30446;&#30340;&#19968;&#37096;&#20998;&#12290;&#34429;&#28982;&#21516;&#19968;&#39033;&#30446;&#32452;&#30340;&#20154;&#31561;&#32423;&#35780;&#20998;&#30456;&#21516;&#65288;&#30334;&#20998;&#20043;&#21313;&#20116;&#65289;&#65292;&#20294;&#27599;&#20010;&#23398;&#29983;&#20250;&#22240;&#20854;&#23637;&#31034;&#20219;&#21153;&#32780;&#21333;&#29420;&#35780;&#20998;&#65288;&#30334;&#20998;&#20043;&#21313;&#65289;&#12290;<br><br><p></p><p>Although, there were many interesting projects and engaging presentations, I suppose the video showed by one of the groups of a person dying from AIDS (last moments!), is something that until today still lingers in my head. Overall, it was good to see that most of the students were confident enough to present and not chicken out. Although, many of the presenters perhaps faced the slides and notes more than the audience, we have to give them credit, because they were also presenting and articulating their findings in English, which is their second language. I suppose with more practice and encouragement, they can master the ability to present confidently with less supporting aids. </p><p>&#34429;&#28982;&#65292;&#26377;&#35768;&#22810;&#26377;&#36259;&#30340;&#39033;&#30446;&#65292;&#26377;&#21560;&#24341;&#21147;&#30340;&#23637;&#31034;&#65292;&#20294;&#26159;&#65292;&#26576;&#20010;&#23567;&#32452;&#21576;&#29616;&#30340;&#19968;&#20010;&#20154;&#22240;&#20026;&#33406;&#28363;&#32780;&#27515;&#65288;&#26368;&#21518;&#26102;&#21051;&#65281;&#65289;&#30340;&#35270;&#39057;&#65292;&#30452;&#21040;&#20170;&#22825;&#20173;&#28982;&#22312;&#25105;&#33041;&#28023;&#20013;&#33830;&#32469;&#12290;&#24635;&#30340;&#26469;&#35828;&#65292;&#30475;&#21040;&#22823;&#22810;&#25968;&#23398;&#29983;&#20805;&#28385;&#20102;&#20449;&#24515;&#65292;&#32780;&#19981;&#26159;&#20020;&#38453;&#36864;&#32553;&#65292;&#36825;&#24456;&#22909;&#12290;&#34429;&#28982;&#65292;&#35768;&#22810;&#35762;&#28436;&#32773;&#21487;&#33021;&#38754;&#23545;&#24187;&#28783;&#29255;&#21644;&#28436;&#35762;&#31295;&#22810;&#36807;&#38754;&#23545;&#35266;&#20247;&#65292;&#20294;&#25105;&#20204;&#36824;&#26159;&#35201;&#36190;&#36175;&#20182;&#20204;&#65292;&#22240;&#20026;&#20182;&#20204;&#33267;&#23569;&#29992;&#33521;&#35821;&#23637;&#31034;&#38472;&#36848;&#20102;&#20182;&#20204;&#30340;&#25104;&#26524;&#65292;&#36825;&#26159;&#20182;&#20204;&#30340;&#31532;&#20108;&#35821;&#35328;&#21834;&#12290;&#25105;&#24819;&#65292;&#22914;&#26524;&#32473;&#20104;&#26356;&#22810;&#30340;&#23454;&#36341;&#21644;&#40723;&#21169;&#65292;&#20182;&#20204;&#21487;&#20197;&#25484;&#25569;&#22312;&#36739;&#23569;&#22806;&#21147;&#24110;&#21161;&#30340;&#24773;&#20917;&#19979;&#33258;&#20449;&#35762;&#28436;&#30340;&#33021;&#21147;&#12290;</p><p><br></p><p>FINAL EXAM</p><p>&#26399;&#26411;&#32771;&#35797;</p><p><br> The final exams (50% of the total course evaluation) are conducted F2F at the students&rsquo; respective study centres. The &lsquo;Critical Thinking&rsquo; course exam included a mixture of short essay and discussion type of questions. The final exam was divided into two sections:<br></p><p>&#26399;&#26411;&#32771;&#35797;&#65288;&#21344;&#21040;&#35838;&#31243;&#24635;&#35780;&#20272;&#30340;&#30334;&#20998;&#20043;&#20116;&#21313;&#65289;&#22312;&#23398;<font style="background-color:#ff0000">&#29983;&#29420;&#31435;&#30740;&#31350;&#20013;&#24515;</font>&#38754;&#23545;&#38754;&#36827;&#34892;&#12290;&#12298;&#25209;&#21028;&#24615;&#24605;&#32500;&#12299;&#35838;&#31243;&#32771;&#35797;&#21516;&#26102;&#21253;&#25324;&#26377;&#30701;&#25991;&#21644;&#35770;&#36848;&#39064;&#12290;&#26399;&#26411;&#32771;&#35797;&#20998;&#25104;&#20004;&#37096;&#20998;&#65306;</p><p><br></p><ul><li><div><i>Section A (20%)</i> &ndash; They were given five (5) questions (answer all) to check their understanding on the core concepts learned in this course. They were required to (depending upon the question) identify, describe, differentiate, and give examples. </div><div>&#31532;&#19968;&#37096;&#20998;&#65288;&#30334;&#20998;&#20043;&#20108;&#21313;&#65289;&#65306;&#26377;&#20116;&#36947;&#39064;&#30446;&#65288;&#24517;&#31572;&#65289;&#65292;&#26816;&#26597;&#20182;&#20204;&#23545;&#35838;&#31243;&#26680;&#24515;&#27010;&#24565;&#30340;&#29702;&#35299;&#12290;&#35201;&#27714;&#20182;&#20204;&#65288;&#35270;&#39064;&#30446;&#32780;&#23450;&#65289;&#35782;&#21035;&#12289;&#25551;&#36848;&#12289;&#21306;&#20998;&#12289;&#20030;&#20363;&#12290;</div></li><li><div><i>Section B (30%)</i> - They were asked to identify the purpose (or main-point), analyze, evaluate and/or give their opinions/reasons/suggestions on an article, advertisement and a quote. </div><div>&#31532;&#20108;&#37096;&#20998;&#65288;&#30334;&#20998;&#20043;&#19977;&#21313;&#65289;&#65306;&#32473;&#20986;&#19968;&#31687;&#25991;&#31456;&#12289;&#24191;&#21578;&#12289;&#24341;&#25991;&#65292;&#35201;&#27714;&#20182;&#20204;&#26126;&#30830;&#25991;&#31456;&#30340;&#24847;&#22270;&#65288;&#25110;&#35201;&#28857;&#65289;&#12289;&#36827;&#34892;&#20998;&#26512;&#12289;&#35780;&#20215;&#65292;&#32473;&#20986;&#20182;&#20204;&#30340;&#35266;&#28857;&#12289;&#21407;&#22240;&#12289;&#24314;&#35758;&#12290;</div></li></ul><p>Having punished the students mentally to think-out-loud throughout the course, I suppose I made the final exam reasonably easy to pass (including juicy examination tips!), testing all the six (6) levels of Bloom&rsquo;s taxonomy.<br>&#22312;&#24515;&#29702;&#19978;&#25240;&#30952;&#23398;&#29983;&#65292;&#35201;&#27714;&#20182;&#20204;&#22312;&#35838;&#19978;&#33258;&#22987;&#33267;&#32456;&#22823;&#22768;&#35828;&#20986;&#20182;&#20204;&#30340;&#24819;&#27861;&#65292;&#25105;&#24819;&#65292;&#36825;&#22312;&#19968;&#23450;&#31243;&#24230;&#19978;&#35753;&#26399;&#26411;&#32771;&#35797;&#22909;&#36807;&#19968;&#20123;&#65288;&#20063;&#21253;&#25324;&#20196;&#20154;&#28385;&#24847;&#30340;&#32771;&#21069;&#25552;&#31034;&#65281;&#65289;&#65292;&#32771;&#35797;&#35206;&#30422;&#24067;&#21346;&#22982;&#20998;&#31867;&#27861;&#30340;&#25152;&#26377;&#20845;&#20010;&#23618;&#27425;&#12290;</p><p><br> To be honest, I have never been a fan of final exams. If I had the choice I would instead add at least 30% of these marks for class participation (Currently only 5%). If I was to take any of those final exams I took during my undergraduate and graduate studies, I would surely fail this time around (Even if I got &lsquo;A&rsquo; previously!). So, <i>what are final exams measuring anyway?</i> Then again, we cannot blame it on the final exam mode, but instead we should question those asking the questions.<br>&#35828;&#23454;&#35805;&#65292;&#25105;&#20174;&#26469;&#23601;&#19981;&#21916;&#27426;&#26399;&#26411;&#32771;&#35797;&#12290;&#22914;&#26524;&#25105;&#26377;&#36873;&#25321;&#65292;&#25105;&#23425;&#24895;&#20026;&#20854;&#35838;&#22530;&#21442;&#19982;&#22686;&#21152;&#30334;&#20998;&#20043;&#19977;&#21313;&#30340;&#20998;&#25968;&#65288;&#30446;&#21069;&#21482;&#26377;&#30334;&#20998;&#20043;&#20116;&#65289;&#12290;&#22914;&#26524;&#35753;&#25105;&#29616;&#22312;&#21435;&#20570;&#25105;&#26412;&#31185;&#21644;&#30740;&#31350;&#29983;&#26399;&#38388;&#30340;&#20219;&#20309;&#19968;&#22330;&#26399;&#26411;&#32771;&#35797;&#65292;&#25105;&#21487;&#20197;&#32943;&#23450;&#25105;&#20250;&#19981;&#21450;&#26684;&#65288;&#21363;&#20351;&#25105;&#20197;&#21069;&#25343;&#30340;&#26159;&ldquo;&#20248;&#31168;&rdquo;&#65281;&#65289;&#12290;&#37027;&#20040;&#65292;&#26399;&#26411;&#32771;&#35797;&#21040;&#24213;&#34913;&#37327;&#30340;&#26159;&#20160;&#20040;&#65311;&#20877;&#35828;&#20102;&#65292;&#25105;&#20204;&#19981;&#33021;&#36131;&#24618;&#26399;&#26411;&#32771;&#35797;&#36825;&#31181;&#27169;&#24335;&#65292;&#32724;&#23433;&#25105;&#20204;&#24212;&#35813;&#36136;&#38382;&#20986;&#36825;&#20123;&#39064;&#30446;&#30340;&#20154;&#65281;</p><p><br> RESULTS</p><p>&#25104;&#32489;</p><p><br><i>Were students satisfied?</i> It was encouraging to know that I averaged approximately 90% (you need at least 85% to me nominated for best lecturer award!) in the teaching/course evaluation survey over three (3) sections. However, it was more encouraging to learn that the total average for this course was around 85% (including the tutors&rsquo; results).<br>&#23398;&#29983;&#26159;&#21542;&#28385;&#24847;&#65311;&#20196;&#20154;&#40723;&#33310;&#30340;&#26159;&#65292;&#22312;&#19977;&#20010;&#22823;&#32452;&#30340;&#25945;&#23398;&#21450;&#35838;&#31243;&#35780;&#20215;&#35843;&#26597;&#20013;&#25105;&#24471;&#21040;&#24179;&#22343;&#36229;&#36807;&#30334;&#20998;&#20043;&#20061;&#21313;&#65288;&#33267;&#23569;&#38656;&#35201;&#30334;&#20998;&#20043;&#20843;&#21313;&#20116;&#30340;&#20154;&#35780;&#25105;&#20026;&#26368;&#20248;&#31168;&#25945;&#24072;&#65281;&#65289;&#30340;&#35780;&#20998;&#12290;&#28982;&#32780;&#65292;&#26356;&#20196;&#20154;&#40723;&#33310;&#30340;&#26159;&#65292;&#36825;&#38376;&#35838;&#24635;&#30340;&#24179;&#22343;&#20998;&#32422;&#20026;&#30334;&#20998;&#20043;&#20843;&#21313;&#20116;&#20998;&#65288;&#21253;&#21547;&#21161;&#25945;&#30340;&#25104;&#32489;&#65289;&#12290;</p><p><br> However, <i>did learning take place?</i> It is difficult to verify this one, but I know for sure that 92.9% of all the students taking this course (316) managed to pass it. I do have some positive and constructive comments to share here from a few students and tutors.</p><p>&#28982;&#32780;&#65292;&#23398;&#20064;&#30495;&#30340;&#21457;&#29983;&#20102;&#65311;&#36825;&#26159;&#19968;&#20010;&#24456;&#38590;&#26680;&#23454;&#30340;&#38382;&#39064;&#65292;&#20294;&#25105;&#30830;&#20999;&#30340;&#30693;&#36947;&#65292;&#21442;&#19982;&#20102;&#36825;&#38376;&#35838;&#30340;&#23398;&#29983;&#26377;&#30334;&#20998;&#20043;&#20061;&#21313;&#20108;&#28857;&#20061;&#65288;&#19977;&#30334;&#19968;&#21313;&#20845;&#20154;&#65289;&#37117;&#36890;&#36807;&#20102;&#12290;&#25105;&#30830;&#23454;&#26377;&#19968;&#20123;&#26469;&#33258;&#23569;&#25968;&#23398;&#29983;&#21644;&#21161;&#25945;&#30340;&#31215;&#26497;&#32780;&#24314;&#35774;&#24615;&#30340;&#24314;&#35758;&#65292;&#22312;&#27492;&#19982;&#22823;&#23478;&#20998;&#20139;&#12290;</p><p><br></p><ul><li><div>&ldquo;(Student)&hellip;Thank you for your guidance and not forgetting your lively classes. It&#39;s been a month since the exam and I must say <i>all the fallacies learnt remain and is being applied</i> in everyday reading materials and at workplace with&hellip;&rdquo; </div><div>&ldquo;&#65288;&#23398;&#29983;&#65289;&hellip;&hellip;&#24863;&#35874;&#20320;&#30340;&#25351;&#23548;&#65292;&#19981;&#20250;&#24536;&#35760;&#20320;&#20805;&#28385;&#27963;&#21147;&#30340;&#35838;&#22530;&#12290;&#36317;&#31163;&#32771;&#35797;&#24050;&#32463;&#26377;&#19968;&#20010;&#26376;&#20102;&#65292;&#23398;&#36807;&#30340;&#25152;&#26377;&#35884;&#35823;&#37117;&#36824;&#35760;&#30528;&#65292;&#24182;&#19988;&#27599;&#22825;&#22312;&#24037;&#20316;&#20013;&#38405;&#35835;&#26448;&#26009;&#26102;&#37117;&#22312;&#20351;&#29992;&#65292;&hellip;&hellip;&rdquo;</div></li><li><div>&rdquo;(Student)&hellip;Last but not least I would like to thank you for being &quot;<i>the teacher that inspires</i>&quot;. I truly enjoyed myself in your class and would really look forward to being your student again (No.no.. I don&#39;t want to repeat Critical Thinking ..maybe for other subject)&hellip;&rdquo;</div><div>&ldquo;&#65288;&#23398;&#29983;&#65289;&hellip;&hellip;&#26368;&#21518;&#65292;&#25105;&#35201;&#37073;&#37325;&#22320;&#35828;&#65292;&#35874;&#35874;&#20320;&#20316;&#20026;&#19968;&#21517;&lsquo;&#40723;&#33310;&#20154;&#30340;&#25945;&#24072;&rsquo;&#12290;&#25105;&#30495;&#30340;&#24456;&#21916;&#27426;&#22312;&#20320;&#35838;&#19978;&#30340;&#33258;&#24049;&#65292;&#24456;&#26399;&#24453;&#20877;&#27425;&#25104;&#20026;&#20320;&#30340;&#23398;&#29983;&#65288;&#19981;&#65292;&#19981;&#65292;&#25105;&#19981;&#24819;&#37325;&#20462;&#12298;&#25209;&#21028;&#24615;&#24605;&#32500;&#12299;&#65292;&#25110;&#35768;&#26159;&#20854;&#20182;&#35838;&#39064;&#65289;&hellip;&hellip;&rdquo;</div></li><li><div>&quot;(Student)&hellip;Thank you very much for your quick reply. You are certainly a very good, <i>efficient and helpful lecturer</i>. From my experience, you are the second lecturer who have answered my questions during the holiday but for this semester the only one. They should be more lecturers like you&hellip;&rdquo; </div><div>&ldquo;&#65288;&#23398;&#29983;&#65289;&hellip;&hellip;&#38750;&#24120;&#24863;&#35874;&#20320;&#36825;&#20040;&#24555;&#22238;&#22797;&#12290;&#20320;&#26159;&#19968;&#21517;&#38750;&#24120;&#22909;&#30340;&#12289;&#24178;&#20928;&#21033;&#33853;&#30340;&#12289;&#20048;&#20110;&#21161;&#20154;&#30340;&#25945;&#24072;&#12290;&#22312;&#25105;&#30340;&#32463;&#21382;&#20013;&#65292;&#20320;&#26159;&#31532;&#20108;&#20301;&#22312;&#33410;&#20551;&#26085;&#22238;&#31572;&#25105;&#38382;&#39064;&#30340;&#32769;&#24072;&#65292;&#32780;&#19988;&#26159;&#36825;&#20010;&#23398;&#26399;&#21807;&#19968;&#30340;&#19968;&#20301;&#12290;&#20320;&#27604;&#20854;&#20182;&#20154;&#26356;&#20687;&#25945;&#24072;&hellip;&hellip;&rdquo;</div></li><li><div>&rdquo;(Student)&hellip; honestly I have learned a lot from this course, not only in thinking, but more than what I could describe here. Really enjoyed your class and <i>the</i> <i>way you teach has definitely changed the way I looked at learning myself</i>...&rdquo;</div><div>&ldquo;&#65288;&#23398;&#29983;&#65289;&hellip;&hellip;&#32769;&#23454;&#35828;&#65292;&#20174;&#36825;&#38376;&#35838;&#25105;&#23398;&#21040;&#20102;&#24456;&#22810;&#65292;&#19981;&#20165;&#20165;&#26159;&#24605;&#32771;&#65292;&#36828;&#27604;&#36825;&#37324;&#33021;&#25551;&#36848;&#30340;&#35201;&#22810;&#12290;&#30495;&#30340;&#24456;&#21916;&#27426;&#20320;&#30340;&#35838;&#65292;&#32780;&#19988;&#20320;&#25945;&#35838;&#30340;&#26041;&#24335;&#32943;&#23450;&#25913;&#21464;&#20102;<font style="background-color:#ff0000">&#25105;&#30475;&#24453;&#33258;&#24049;&#23398;&#20064;&#30340;&#26041;&#24335;</font>&hellip;&hellip;&rdquo;</div></li><li><div>&ldquo;(Tutor)&hellip;Your Forum 2 question is very interesting and the rules and regulations suggested are good. That will make the students send in their answers earlier&hellip;It&rsquo;s nice having you as the course leader. <i>You are so efficient and informative</i>.&rdquo; </div>&ldquo;&#65288;&#21161;&#25945;&#65289;&hellip;&hellip;&#20320;&#30340;&#20004;&#20010;&#35770;&#22363;&#38382;&#39064;&#38750;&#24120;&#26377;&#36259;&#65292;&#24314;&#35758;&#30340;&#35268;&#21017;&#21644;&#21046;&#24230;&#20063;&#24456;&#22909;&#12290;&#36825;&#33021;&#35753;&#23398;&#29983;&#23613;&#26089;&#25552;&#20132;&#31572;&#26696;&hellip;&hellip;&#24456;&#39640;&#20852;&#26377;&#20320;&#25285;&#20219;&#35838;&#31243;&#36127;&#36131;&#20154;&#12290;&#20320;&#26159;&#22914;&#27492;&#30340;&#24178;&#20928;&#21033;&#33853;&#12289;&#35265;&#38395;&#24191;&#21338;&#12290;&rdquo;</li><li><div>&ldquo;(Tutor)&hellip;I must let you know that I am very happy with your approach to the critical thinking course. It has <i>such a fresh and imaginative look</i>. The slides are so attractive and I like the F2F Lesson Plan. It keeps us aware on how you (as a course leader) look at things. Please keep that up&hellip;&rdquo;</div>&ldquo;&#65288;&#21161;&#25945;&#65289;&hellip;&hellip;&#25105;&#24517;&#39035;&#35753;&#20320;&#30693;&#36947;&#65292;&#25105;&#24456;&#28385;&#24847;&#20320;&#23545;&#12298;&#25209;&#21028;&#24615;&#24605;&#32500;&#12299;&#35838;&#31243;&#30340;&#22788;&#29702;&#26041;&#24335;&#12290;&#23427;&#22240;&#27492;&#26377;&#20102;&#36825;&#26679;&#19968;&#24133;&#20840;&#26032;&#30340;&#12289;&#23500;&#26377;&#24819;&#35937;&#21147;&#30340;&#22806;&#35266;&#12290;&#24187;&#28783;&#29255;&#20063;&#24456;&#21560;&#24341;&#20154;&#65292;&#25105;&#21916;&#27426;&#38754;&#23545;&#38754;&#35838;&#31243;&#35745;&#21010;&#12290;&#23427;&#35753;&#25105;&#20204;&#24847;&#35782;&#21040;&#20320;&#65288;&#20316;&#20026;&#35838;&#31243;&#36127;&#36131;&#20154;&#65289;&#26159;&#22914;&#20309;&#30475;&#24453;&#20107;&#24773;&#30340;&#12290;&#35831;&#32487;&#32493;&#21162;&#21147;&#65281;&rdquo;<br></li></ul><p>Now this is pleasing to my ego! As for <a class="vt-p" href="http://www.science.ulster.ac.uk/caa/presentation/kirkpatrick/index.htm"><i>Kirkpatrick&rsquo;s levels of evaluation</i></a> 3 and 4, it is difficult to provide any concrete evidence, except for comments such as the ones above. But let&rsquo;s hope that students can apply some the thinking skills learned during the course and gain some positive results in their studies, work and life. Actually, I should track these 316 students down and find out!<br>&#25509;&#19979;&#26469;&#26159;&#26368;&#35753;&#25105;&#24320;&#24515;&#30340;&#65281;&#23545;&#20110;&#26607;&#27663;&#22235;&#32423;&#22521;&#35757;&#35780;&#20272;&#27169;&#24335;&#30340;&#31532;&#19977;&#31532;&#22235;&#23618;&#65292;&#38500;&#20102;&#19978;&#36848;&#36825;&#20123;&#35780;&#35770;&#65292;&#24456;&#38590;&#25552;&#20379;&#20219;&#20309;&#20855;&#20307;&#35777;&#25454;&#12290;&#20294;&#26159;&#65292;&#25105;&#20204;&#24076;&#26395;&#23398;&#29983;&#21487;&#20197;&#24212;&#29992;&#22312;&#35838;&#31243;&#26399;&#38388;&#23398;&#21040;&#30340;&#24605;&#32500;&#25216;&#33021;&#65292;&#22312;&#20854;&#23398;&#20064;&#12289;&#24037;&#20316;&#21644;&#29983;&#27963;&#24403;&#20013;&#33719;&#24471;&#19968;&#20123;&#31215;&#26497;&#25104;&#26524;&#12290;&#20854;&#23454;&#65292;&#25105;&#24212;&#35813;&#32487;&#32493;&#36319;&#36394;&#36825;&#19977;&#30334;&#19968;&#21313;&#20845;&#21517;&#23398;&#29983;&#65292;&#23450;&#20250;&#26377;&#25152;&#21457;&#29616;&#65281;</p><p><br> AREAS TO IMPROVE?</p><p>&#38656;&#35201;&#25913;&#36827;&#30340;&#22320;&#26041;&#65311;</p><p><br> One year has passed since I revamped the &lsquo;Critical Thinking&rsquo; course. I only managed to facilitate this course for one semester, and then the top management argued that I could be more effective to the University doing other things than actually teaching students. Luckily, the course is still being taught and that they are still using my little contribution to &lsquo;Critical Thinking&rsquo; at the undergraduate level.<br>&#33258;&#20174;&#25105;&#25913;&#36896;&#12298;&#25209;&#21028;&#24615;&#24605;&#32500;&#12299;&#35838;&#31243;&#65292;&#19968;&#24180;&#36807;&#21435;&#20102;&#12290;&#36825;&#38376;&#35838;&#25105;&#21482;&#35774;&#27861;&#19978;&#20102;&#19968;&#20010;&#23398;&#26399;&#65292;&#28982;&#21518;&#39640;&#23618;&#31649;&#29702;&#20154;&#21592;&#35748;&#20026;&#27604;&#36215;&#25945;&#23398;&#29983;&#65292;&#25105;&#23545;&#22823;&#23398;&#26356;&#26377;&#29992;&#22788;&#12290;&#24184;&#36816;&#30340;&#26159;&#65292;&#36825;&#38376;&#35838;&#20173;&#28982;&#24320;&#35774;&#65292;&#20182;&#20204;&#20173;&#28982;&#22312;&#26412;&#31185;&#23618;&#27425;&#30340;&#12298;&#25209;&#21028;&#24615;&#24605;&#32500;&#12299;&#27839;&#29992;&#25105;&#30340;&#23567;&#23567;&#36129;&#29486;&#12290;</p><p><br> However, having become one year wiser (or dumber!) and discovered through reading what is needed to survive in places like Microsoft or Google, I believe this &lsquo;Critical Thinking&rsquo; course needs to be constructively destroyed and reengineered.<br>&#28982;&#32780;&#65292;&#32463;&#36807;&#19968;&#24180;&#21464;&#24471;&#26356;&#32874;&#26126;&#65288;&#25110;&#32773;&#26356;&#24858;&#34850;&#65281;&#65289;&#65292;&#36890;&#36807;&#38405;&#35835;&#12298;&#22312;&#24494;&#36719;&#25110;&#35895;&#27468;&#20043;&#31867;&#30340;&#22320;&#26041;&#29983;&#23384;&#19979;&#26469;&#20160;&#20040;&#26159;&#24517;&#38656;&#30340;&#12299;&#24471;&#21040;&#30340;&#21457;&#29616;&#65292;&#25105;&#30456;&#20449;&#12298;&#25209;&#21028;&#24615;&#24605;&#32500;&#12299;&#35838;&#31243;&#38656;&#35201;&#24314;&#35774;&#24615;&#30340;&#30772;&#22351;&#21644;&#20877;&#36896;&#12290;</p><p><br> Here are a few things that I would do, if I had the chance to revamp it again:</p><p>&#22914;&#26524;&#25105;&#26377;&#26426;&#20250;&#25913;&#36896;&#36825;&#38376;&#35838;&#30340;&#35805;&#65292;&#36825;&#37324;&#26377;&#20123;&#20107;&#24773;&#26159;&#25105;&#24819;&#35201;&#20570;&#30340;&#65306;</p><ul><li><div><i>Challenging Puzzles/Exercises</i> &ndash; I would add new puzzles and thinking exercises to challenge the students&rsquo; analytical, imaginative and problem solving skills to the level they can expect from a Microsoft or Google interview. Give them a taste of it, which might actually accelerate their motivation to learn. </div><div>&#26377;&#25361;&#25112;&#24615;&#30340;&#38590;&#39064;&#12289;&#32451;&#20064;&#65306;&#25105;&#24819;&#34917;&#20805;&#26032;&#30340;&#38590;&#39064;&#21644;&#24605;&#32500;&#32451;&#20064;&#65292;&#22521;&#20859;&#23398;&#29983;&#30340;&#20998;&#26512;&#33021;&#21147;&#12289;&#24819;&#35937;&#21147;&#21644;&#35299;&#20915;&#38382;&#39064;&#30340;&#25216;&#33021;&#65292;&#25552;&#39640;&#21040;&#20182;&#20204;&#26377;&#26426;&#20250;&#33719;&#24471;&#24494;&#36719;&#25110;&#35895;&#27468;&#38754;&#35797;&#30340;&#27700;&#24179;&#12290;&#35753;&#20182;&#20204;&#35265;&#35782;&#20043;&#21518;&#65292;&#20107;&#23454;&#19978;&#21487;&#20197;&#21152;&#36895;&#20182;&#20204;&#30340;&#23398;&#20064;&#21160;&#26426;&#12290;</div></li><li><div><i>Leaner Modules </i>- Streamline the modules to consist of fewer topics and concepts, and instead spend more time on each element, enabling students to have more time to learn, practice and reflect before moving on. Especially, the &#39;Arguments&#39; module would be totally revamped (simplify and focus), which was too much based on the book (<a class="vt-p" href="http://www.amazon.com/Critical-Thinking-Students-Introduction-PowerWeb/dp/0072840854">Critical Thinking: A Student&#39;s Introduction</a>&rsquo;), due to my lack of knowledge in this area. </div>&#23398;&#20064;&#32773;&#27169;&#22359;&#65306;&#20248;&#21270;&#21508;&#20010;&#27169;&#22359;&#65292;&#27599;&#20010;&#27169;&#22359;&#26377;&#26356;&#23569;&#30340;&#20027;&#39064;&#21644;&#27010;&#24565;&#32452;&#25104;&#65292;&#22312;&#27599;&#20010;&#20803;&#32032;&#19978;&#21487;&#20197;&#25237;&#20837;&#26356;&#22810;&#26102;&#38388;&#65292;&#35753;&#23398;&#29983;&#22312;&#37319;&#21462;&#34892;&#21160;&#20043;&#21069;&#26377;&#26356;&#22810;&#26102;&#38388;&#21435;&#23398;&#20064;&#12289;&#23454;&#36341;&#12289;&#24605;&#32771;&#12290;&#29305;&#21035;&#26159;&#65292;&#12298;&#35770;&#25454;&#12299;&#27169;&#22359;&#23558;&#23436;&#20840;&#25913;&#29256;&#65288;&#31616;&#21270;&#24182;&#38598;&#20013;&#65289;&#65292;&#36825;&#26412;&#20070;&#22826;&#36807;&#20506;&#37325;&#20070;&#31821;&#12298;&#25209;&#21028;&#24615;&#24605;&#32500;&#65306;&#23398;&#29983;&#20837;&#38376;&#35835;&#29289;&#12299;&#65292;&#22240;&#20026;&#25105;&#32570;&#23569;&#36825;&#26041;&#38754;&#30340;&#30693;&#35782;&#12290;</li><li><div><i>Online Tools </i>- Would use more tools such as <a class="vt-p" href="http://del.icio.us/zaidlearn/Survey/Polling"><i>online surveys/polls</i></a> (to gather students&#39; opinions and collectively reflect) and perhaps <a class="vt-p" href="http://www.lamsinternational.com/"><i>LAMS</i></a> (Learning Activity Management System), which could be useful for sequencing and managing thinking activities such as Six Thinking hats. Also, I would request students to use <a class="vt-p" href="http://www.wikispaces.com/"><i>wikis</i></a> to work on their group projects, enabling me to follow the progress of the project. In addition, it would be interesting to explore 3D virtual worlds like <i><a class="vt-p" href="http://secondlife.com/">Second Life</a></i> and examine how it can nurture and motivate students to think-out-loud in such environments. In short, I would use more online learning tools to facilitate thinking beyond the physical classroom.</div><div>&#22312;&#32447;&#24037;&#20855;&#65306;&#25171;&#31639;&#20351;&#29992;&#26356;&#22810;&#24037;&#20855;&#65292;&#27604;&#22914;&#22312;&#32447;&#35843;&#26597;&#12289;&#25237;&#31080;&#65288;&#25910;&#38598;&#23398;&#29983;&#24847;&#35265;&#21644;&#26222;&#36941;&#35266;&#28857;&#65289;&#65292;&#21487;&#33021;&#36824;&#21253;&#25324;LAMS&#65288;&#23398;&#20064;&#27963;&#21160;&#31649;&#29702;&#31995;&#32479;&#65289;&#65292;&#36825;&#21487;&#20197;&#29992;&#26469;&#32452;&#32455;&#31649;&#29702;&#20845;&#39030;&#24605;&#32500;&#24125;&#23376;&#31561;&#24605;&#32500;&#27963;&#21160;&#12290;&#27492;&#22806;&#65292;&#25105;&#20250;&#35201;&#27714;&#23398;&#29983;&#20351;&#29992;&#32500;&#22522;&#23436;&#25104;&#20182;&#20204;&#30340;&#23567;&#32452;&#39033;&#30446;&#65292;&#35753;&#25105;&#21487;&#20197;&#32039;&#36319;&#20182;&#20204;&#30340;&#39033;&#30446;&#36827;&#24230;&#12290;&#21478;&#22806;&#65292;&#25506;&#32034;&#19977;&#32500;&#34394;&#25311;&#19990;&#30028;&#22914;&#12298;&#20108;&#24230;&#20154;&#29983;&#12299;&#65292;&#30740;&#31350;&#22914;&#20309;&#22312;&#36825;&#31867;&#29615;&#22659;&#20013;&#22521;&#20859;&#28608;&#21457;&#23398;&#29983;&#22823;&#22768;&#35828;&#20986;&#20182;&#20204;&#30340;&#24819;&#27861;&#65292;&#36825;&#19968;&#23450;&#20250;&#24456;&#26377;&#36259;&#12290;&#24635;&#20043;&#65292;&#22312;&#29616;&#23454;&#35838;&#22530;&#20043;&#22806;&#65292;&#25105;&#20250;&#20351;&#29992;&#26356;&#22810;&#22312;&#32447;&#23398;&#20064;&#24037;&#20855;&#21435;&#20419;&#36827;&#24605;&#32771;&#12290;</div></li><li><div><i>More Videos </i>&ndash; Although, I did use a few YouTube videos to stimulate thinking during the first round, I would probably embed more short videos this time around to engage the mind and bring the class to life. </div>&#26356;&#22810;&#35270;&#39057;&#65306;&#34429;&#28982;&#65292;&#25105;&#24456;&#23569;&#22312;&#31532;&#19968;&#36718;&#25945;&#23398;&#20013;&#20351;&#29992;YouTube&#35270;&#39057;&#21050;&#28608;&#24605;&#32500;&#65292;&#20294;&#26159;&#36825;&#27425;&#25105;&#21487;&#20197;&#23884;&#20837;&#26356;&#22810;&#35270;&#39057;&#30701;&#29255;&#65292;&#21560;&#24341;&#27880;&#24847;&#21147;&#65292;&#25226;&#35838;&#22530;&#24102;&#20837;&#29983;&#27963;&#12290;</li><li><div><i>New Dream Thinking Team</i> &ndash; Although, I would probably keep Master Yoda and Mr. Bean in my team, I would try to include local cartoons, such as <a class="vt-p" href="http://www.etawau.com/HTML/AirAsia/Lat.htm"><i>LAT</i></a> (if possible). </div>&#26032;&#30340;&#26790;&#24187;&#24605;&#32500;&#22242;&#38431;&#65306;&#34429;&#28982;&#65292;&#25105;&#21487;&#33021;&#20250;&#22312;&#25105;&#30340;&#22242;&#38431;&#20013;&#30041;&#19979;&#23588;&#36798;&#22823;&#24072;&#21644;&#25000;&#35910;&#20808;&#29983;&#65292;&#20294;&#25105;&#36824;&#24819;&#23581;&#35797;&#28155;&#21152;&#26412;&#22303;&#21345;&#36890;&#35282;&#33394;&#65292;&#27604;&#22914;LAT&#65292;&#22914;&#26524;&#21487;&#33021;&#30340;&#35805;&#12290;</li></ul><p>To improve my coaching or facilitation skills I would explore, study and reflect videos of well-known educators in formal and informal education around the world, which can today be easily accessed for free through <a class="vt-p" href="http://zaidlearn.blogspot.com/2007/12/educational-youtube-collections-you.html"><i>YouTube channels</i></a> (Stanford, MIT, Berkeley, etc.) or other video sharing sites (e.g. <a class="vt-p" href="http://videolectures.net/"><i>VIDEOLECTURES.net</i></a>). In short, the only thing stopping us from becoming a good educator is our reluctance to learn, explore and challenge ourselves continuously (and a good Internet connection!).<br>&#20026;&#20102;&#25552;&#39640;&#25105;&#30340;&#25945;&#23398;&#21644;&#36741;&#23548;&#25216;&#33021;&#65292;&#25105;&#25171;&#31639;&#25506;&#32034;&#12289;&#23398;&#20064;&#12289;&#21453;&#24605;&#19990;&#30028;&#19978;&#27491;&#35268;&#25945;&#32946;&#21644;&#38750;&#27491;&#24335;&#25945;&#32946;&#30340;&#33879;&#21517;&#25945;&#32946;&#32773;&#12290;&#22914;&#20170;&#20174;YouTube&#39057;&#36947;&#65288;&#26031;&#22374;&#31119;&#12289;&#40635;&#29702;&#12289;&#20271;&#20811;&#21033;&#31561;&#65289;&#21644;&#20854;&#20182;&#35270;&#39057;&#20998;&#20139;&#32593;&#31449;&#65288;&#22303;&#35910;&#12289;&#20248;&#37239;&#65289;&#24456;&#23481;&#26131;&#20813;&#36153;&#33719;&#24471;&#36825;&#20123;&#35270;&#39057;&#12290;&#24635;&#20043;&#65292;&#21807;&#19968;&#38459;&#27490;&#25105;&#25104;&#20026;&#20248;&#31168;&#25945;&#32946;&#32773;&#30340;&#65292;&#23601;&#25105;&#20204;&#33258;&#24049;&#19981;&#24895;&#24847;&#19981;&#26029;&#23398;&#20064;&#12289;&#25506;&#32034;&#12289;&#25361;&#25112;&#33258;&#25105;&#65288;&#24403;&#28982;&#36824;&#38656;&#35201;&#19968;&#26465;&#22909;&#30340;&#20114;&#32852;&#32593;&#36830;&#25509;&#65281;&#65289;&#12290;</p><p><br> In short, the &lsquo;Critical Thinking&rsquo; course would be revamped again to meet the challenges of the 21st century.<br>&#24635;&#20043;&#65292;&#12298;&#25209;&#21028;&#24615;&#24605;&#32500;&#12299;&#35838;&#31243;&#23558;&#20877;&#27425;&#25913;&#32452;&#65292;&#20197;&#36814;&#21512;&#20108;&#21313;&#19968;&#19990;&#32426;&#25361;&#25112;&#12290;</p><p><br> CONCLUSION</p><p>&#32467;&#35770;</p><p><br> Oh man, you are still reading! Alright, I will have to say a few more things before I take off to my next learning adventure. First, if you ask me, I would not get so obsessed in trying to differentiate critical, creative, innovative or inventive thinking (learning and thinking prefers no human constructed borders!) during class, but instead focus increasingly on finding new ways to nurture and <i>infuse more thinking into the students&rsquo; learning process for all courses, so that when they graduate it has become a habit for life</i>.<br>&#21734;&#65292;&#20249;&#35745;&#65292;&#20320;&#36824;&#22312;&#35835;&#36825;&#31687;&#25991;&#31456;&#21834;&#65281;&#22312;&#25105;&#24320;&#22987;&#26032;&#30340;&#19968;&#27425;&#23398;&#20064;&#20882;&#38505;&#20043;&#21069;&#65292;&#36824;&#35201;&#35828;&#20960;&#21477;&#12290;&#39318;&#20808;&#65292;&#22914;&#26524;&#20320;&#38382;&#25105;&#65292;&#25105;&#19981;&#20250;&#25191;&#30528;&#20110;&#22312;&#35838;&#22530;&#20013;&#20998;&#28165;&#25209;&#21028;&#24615;&#12289;&#21019;&#36896;&#24615;&#12289;&#38761;&#26032;&#24615;&#24605;&#32500;&#65288;&#23398;&#20064;&#21644;&#24605;&#32500;&#24182;&#19981;&#27426;&#36814;&#20154;&#20026;&#26500;&#24314;&#30340;&#36793;&#30028;&#65281;&#65289;&#65292;&#32780;&#26159;&#26085;&#28176;&#38598;&#20013;&#31934;&#21147;&#23547;&#25214;&#26032;&#30340;&#26041;&#27861;&#65292;&#26469;&#22521;&#20859;&#21644;&#24433;&#21709;&#23398;&#29983;&#22312;&#25152;&#26377;&#35838;&#31243;&#30340;&#23398;&#20064;&#36807;&#31243;&#20013;&#36816;&#29992;&#26356;&#22810;&#24605;&#32771;&#65292;&#22312;&#20182;&#20204;&#27605;&#19994;&#30340;&#26102;&#20505;&#65292;&#24605;&#32771;&#23601;&#21464;&#25104;&#20182;&#20204;&#30340;&#29983;&#27963;&#20064;&#24815;&#20102;&#12290;</p><p><br> Also, I would strongly recommend that we continue to have at least one or two courses that explore thinking and thinking tools intensively, enabling us to flex our imaginative, creative and analytical thinking muscles (e.g. using six thinking hats, SWOT, Disney Creativity Strategy, and &lsquo;Five Ws and H&rsquo;). In addition, we could always use our analytical imagination to create new thinking tools.<br>&#21516;&#26679;&#65292;&#25105;&#20250;&#24378;&#28872;&#24314;&#35758;&#25105;&#20204;&#32487;&#32493;&#24320;&#19968;&#21040;&#20004;&#38376;&#35838;&#31243;&#38598;&#20013;&#25506;&#32034;&#24605;&#32500;&#21644;&#24605;&#32500;&#24037;&#20855;&#65292;&#35753;&#25105;&#20204;&#33021;&#22815;&#26045;&#23637;&#25105;&#20204;&#30340;&#24819;&#35937;&#21147;&#12289;&#21019;&#36896;&#21147;&#21644;&#20998;&#26512;&#24605;&#32500;&#33021;&#21147;&#65288;&#27604;&#22914;&#20351;&#29992;&#20845;&#39030;&#24605;&#32771;&#24125;&#12289;SWOT&#20998;&#26512;&#27861;&#12289;&#36842;&#26031;&#23612;&#21019;&#24847;&#31574;&#30053;&#12289;&ldquo;&#20116;&#20010;&#20309;&rdquo;&#65289;&#12290;&#21478;&#22806;&#65292;&#25105;&#20204;&#24635;&#26159;&#20351;&#29992;&#25105;&#20204;&#21892;&#20110;&#20998;&#26512;&#30340;&#24819;&#35937;&#21147;&#21435;&#21019;&#36896;&#26032;&#30340;&#24605;&#32500;&#24037;&#20855;&#12290;</p><p><br> If you ask me, I would argue that the <i>essence of all thinking boils down to asking QUESTIONS</i>. And we all can do that, and therefore we all have the ability to think. Which fallacy did I just commit? </p><p>&#22914;&#26524;&#20320;&#38382;&#25105;&#65292;&#25105;&#22362;&#20449;&#65292;&#24605;&#32771;&#30340;&#31934;&#39635;&#21487;&#20197;&#24402;&#20110;&#25552;&#38382;&#39064;&#12290;&#25105;&#20204;&#37117;&#33021;&#25552;&#38382;&#39064;&#65292;&#22240;&#27492;&#25105;&#20204;&#37117;&#26377;&#24605;&#32771;&#30340;&#33021;&#21147;&#12290;&#25105;&#21018;&#21018;&#25552;&#20986;&#20102;&#19968;&#39033;&#35884;&#35823;&#20040;&#65311;</p><p><br></p><p><a class="vt-p" href="http://bp1.blogger.com/_337GUHQH0FY/R9iZn2toS9I/AAAAAAAAA5o/t7iEHOKvLdM/s1600-h/Thinking_future.jpg"></a></p><div style="text-align:left"><a class="vt-p" href="http://bp1.blogger.com/_337GUHQH0FY/R9iZn2toS9I/AAAAAAAAA5o/t7iEHOKvLdM/s1600-h/Thinking_future.jpg"><img alt="" src="http://bp1.blogger.com/_337GUHQH0FY/R9iZn2toS9I/AAAAAAAAA5o/t7iEHOKvLdM/s400/Thinking_future.jpg" style="height:250px;width:400px"></a></div>If we can encourage students to ask more questions, going beyond the compartments of their disciplines, and increasingly <i>nurture the courage in them to explore new ideas</i>, we are probably on the right track.<br>&#22914;&#26524;&#25105;&#20204;&#33021;&#22815;&#40723;&#21169;&#23398;&#29983;&#25552;&#26356;&#22810;&#38382;&#39064;&#65292;&#36229;&#36234;&#23398;&#31185;&#30340;&#38459;&#38548;&#65292;&#26085;&#30410;&#22521;&#20859;&#20182;&#20204;&#25506;&#32034;&#26032;&#24605;&#36335;&#30340;&#21191;&#27668;&#65292;&#25105;&#20204;&#21487;&#33021;&#23601;&#36208;&#22312;&#27491;&#30830;&#36947;&#36335;&#19978;&#20102;&#12290;<br><br> I remember way back in 1992, I had just finished my high school certificate (similar to A-Levels) at Ullern Gymnas (Oslo, Norway), and had just managed to scrape through. I was so sick of formal education that I made a promise to myself to never study again.<br>&#25105;&#35760;&#24471;&#65292;&#26089;&#22312;&#19968;&#20061;&#20061;&#20108;&#24180;&#65292;&#25105;&#21018;&#21018;&#22312;&#25386;&#23041;&#22885;&#26031;&#38470;Ullern Gymnas&#23436;&#25104;&#25105;&#30340;&#39640;&#20013;&#23398;&#19994;&#65288;&#31867;&#20284;&#20110;&#20248;&#31561;&#65289;&#65292;&#36824;&#26159;&#21193;&#24378;&#36890;&#36807;&#12290;&#25105;&#26159;&#22914;&#27492;&#30340;&#21388;&#20518;&#27491;&#35268;&#25945;&#32946;&#65292;&#20197;&#33267;&#20110;&#25105;&#24819;&#33258;&#24049;&#20445;&#35777;&#65292;&#20877;&#20063;&#19981;&#21435;&#23398;&#20064;&#12290;<br><br> Here I am in 2008, sharing my experiences on facilitating &ldquo;Critical Thinking&rsquo; to undergraduate students at UNITAR, in Malaysia. You just never know :) <p></p><p>&#29616;&#22312;&#26159;&#20108;&#12295;&#12295;&#20843;&#24180;&#65292;&#25105;&#22312;&#20998;&#20139;&#25105;&#20851;&#20110;&#22312;&#39532;&#26469;&#35199;&#20122;&#25958;&#25289;&#33832;&#22823;&#23398;&#26412;&#31185;&#23398;&#29983;&#20013;&#20419;&#36827;&#12298;&#25209;&#21028;&#24615;&#24605;&#32500;&#12299;&#30340;&#32463;&#39564;&#12290;<font style="background-color:#ff0000">&#20320;&#21482;&#26159;&#19981;&#30693;&#36947;&#32780;&#24050;</font>&#12290;</p><p><br></p> Posted by Zaid Ali Alsagoff at <a class="vt-p" href="http://zaidlearn.blogspot.com/2008/03/coaching-critical-thinking-to-think.html">19:04</a>&nbsp;.<br><br>http://zaidlearn.blogspot.com/2008/03/coaching-critical-thinking-to-think.html<br><br>Orcahttp://www.blogger.com/profile/03415884987803612593noreply@blogger.com0tag:blogger.com,1999:blog-9033329630711909277.post-83250086998572470012010-10-16T23:28:00.001+08:002010-10-19T23:28:07.408+08:00翻译《家庭教学课程》<h1>Homeschool Curriculum</h1><h1>&#23478;&#24237;&#25945;&#23398;&#35838;&#31243;</h1><h2>Find the Best Homeschooling Curriculum for Your Child</h2><h2>&#25214;&#21040;&#26368;&#36866;&#21512;&#20320;&#23401;&#23376;&#30340;&#23478;&#24237;&#25945;&#23398;&#35838;&#31243;</h2><p>The homeschool curriculum market can be difficult to navigate. This knol contains all of the information you need to find the best homeschooling curriculum for your child at a great price.</p><p>&#23478;&#24237;&#23398;&#26657;&#35838;&#31243;&#24066;&#22330;&#21487;&#33021;&#24456;&#38590;&#25720;&#28165;&#12290;&#26412;&#26465;&#31185;&#35834;&#21253;&#21547;&#20102;&#20840;&#37096;&#30340;&#20449;&#24687;&#65292;&#20320;&#21487;&#20197;&#29992;&#26469;&#25214;&#20986;&#26368;&#36866;&#21512;&#20320;&#23401;&#23376;&#30340;&#23478;&#24237;&#25945;&#23398;&#35838;&#31243;&#65292;<font style="background-color:#ff0000">&#32780;&#19988;&#20215;&#26684;&#36824;&#19981;&#38169;</font>&#12290;</p><h3>Contents</h3><h3>&#30446;&#24405;</h3><ul><li><a class="vt-p" href="http://knol.google.com/k/homeschool-curriculum#Determine_Your_Family(27)s(C2)(A0)Needs_and_Goals">Determine Your Family&#39;s Needs and Goals</a></li><li>&#30830;&#23450;&#20320;&#23478;&#24237;&#30340;&#38656;&#27714;&#21644;&#30446;&#26631;</li><li><a class="vt-p" href="http://knol.google.com/k/homeschool-curriculum#Understanding_Learning_Styles">Understanding Learning Styles</a></li><li>&#29702;&#35299;&#23398;&#20064;&#26041;&#24335;</li><li><a class="vt-p" href="http://knol.google.com/k/homeschool-curriculum#Homeschooling_Methods">Homeschooling Methods</a></li><li>&#23478;&#24237;&#25945;&#23398;&#30340;&#26041;&#27861;</li><li><a class="vt-p" href="http://knol.google.com/k/homeschool-curriculum#Traditional_Teaching_Methods">Traditional Teaching Methods</a></li><li>&#20256;&#32479;&#25945;&#23398;&#26041;&#27861;</li><li><a class="vt-p" href="http://knol.google.com/k/homeschool-curriculum#Non(2D)Traditional_Teaching_Methods">Non-Traditional Teaching Methods</a></li><li>&#38750;&#20256;&#32479;&#25945;&#23398;&#26041;&#27861;</li><li><a class="vt-p" href="http://knol.google.com/k/homeschool-curriculum#Choosing(C2)(A0)a_Homeschool_Curriculum">Choosing a Homeschool Curriculum</a></li><li>&#36873;&#25321;&#19968;&#31181;&#23478;&#24237;&#23398;&#26657;&#35838;&#31243;</li><li><a class="vt-p" href="http://knol.google.com/k/homeschool-curriculum#Affordable_Homeschool_Curriculum">Affordable Homeschool Curriculum</a></li><li>&#36127;&#25285;&#24471;&#36215;&#30340;&#23478;&#24237;&#23398;&#26657;&#35838;&#31243;</li><li><a class="vt-p" href="http://knol.google.com/k/homeschool-curriculum#Resources_for_Further_Study">Resources for Further Study</a></li><li>&#36827;&#19968;&#27493;&#30740;&#31350;&#30456;&#20851;&#36164;&#28304;</li><li><a class="vt-p" href="http://knol.google.com/k/homeschool-curriculum#Sources">Sources</a></li><li>&#26469;&#28304;</li></ul><br><hr><div>As the homeschooling community continues to grow, so does the homeschool curriculum market. Choosing from the many homeschooling curriculum options that are available can be overwhelming to both new and experienced homeschoolers. Parents who begin by evaluating their family&#39;s lifestyle and goals, identifying their children&#39;s learning styles, choosing a homeschooling method, and carefully researching their options will find the best homeschool curriculum for their children.</div><div>&#30001;&#20110;&#23478;&#24237;&#25945;&#23398;&#31038;&#21306;&#25345;&#32493;&#22686;&#38271;&#65292;&#22240;&#27492;&#23478;&#24237;&#23398;&#26657;&#35838;&#31243;&#24066;&#22330;&#20063;&#22312;&#22686;&#38271;&#12290;&#20174;&#35768;&#22810;&#23478;&#24237;&#25945;&#23398;&#35838;&#31243;&#20013;&#20570;&#20986;&#36873;&#25321;&#65292;&#21487;&#20197;&#32047;&#22446;&#23478;&#24237;&#25945;&#23398;&#26032;&#25163;&#21644;&#32769;&#40479;&#12290;&#23478;&#38271;&#20174;&#35780;&#20272;&#33258;&#24049;&#23478;&#24237;&#30340;&#29983;&#27963;&#26041;&#24335;&#21644;&#30446;&#26631;&#24320;&#22987;&#65292;&#28982;&#21518;&#30830;&#23450;&#20854;&#23376;&#22899;&#30340;&#23398;&#20064;&#26041;&#24335;&#65292;&#36873;&#25321;&#19968;&#31181;&#23478;&#24237;&#25945;&#23398;&#26041;&#27861;&#65292;&#20180;&#32454;&#30740;&#31350;&#36873;&#25321;&#65292;&#36825;&#26679;&#25165;&#33021;&#25214;&#20986;&#26368;&#36866;&#21512;&#20854;&#23376;&#22899;&#30340;&#23478;&#24237;&#23398;&#26657;&#35838;&#31243;&#12290;</div><div><img src="http://www.gstatic.com/knol/static/images/cartoons/42951-6444.jpg"></div><h2>Determine Your Family&#39;s Needs and Goals</h2><h2>&#30830;&#23450;&#20320;&#23478;&#24237;&#30340;&#38656;&#27714;&#21644;&#30446;&#26631;</h2><div>The first step to finding a great curriculum for your child is determining what your family needs. Begin by assessing your family&#39;s lifestyle in the following areas: </div><div>&#20026;&#20320;&#23376;&#22899;&#25214;&#21040;&#26368;&#22909;&#35838;&#31243;&#30340;&#31532;&#19968;&#27493;&#65292;&#23601;&#26159;&#30830;&#23450;&#20320;&#30340;&#23478;&#24237;&#38656;&#35201;&#20160;&#20040;&#12290;&#39318;&#20808;&#20174;&#20197;&#19979;&#20960;&#20010;&#26041;&#38754;&#35780;&#20272;&#20320;&#23478;&#24237;&#30340;&#29983;&#27963;&#26041;&#24335;&#65306;</div><blockquote><div>Structure - How many children do you have? Are your children close in age? Do you have babies, toddlers and preschoolers who require a great deal of attention?</div><div>&#32467;&#26500;&#65306;&#20320;&#26377;&#22810;&#23569;&#23401;&#23376;&#65311;&#23401;&#23376;&#20204;&#26159;&#21542;&#24180;&#40836;&#30456;&#20223;&#65311;&#20320;&#26377;&#26080;&#38656;&#35201;&#26497;&#22823;&#20851;&#27880;&#30340;&#23156;&#20799;&#12289;&#24188;&#20799;&#12289;&#23398;&#21069;&#20799;&#31461;&#65311;</div><br><div>Schedule - Does your spouse work traditional hours? Does your spouse travel for a living? Do you work in or outside of the home?</div> &#26102;&#38388;&#23433;&#25490;&#65306;&#20320;&#37197;&#20598;<font style="background-color:#ff0000">&#24037;&#20316;&#26102;&#38388;&#26159;&#21542;&#27491;&#24120;</font>&#65311;&#20320;&#37197;&#20598;&#26159;&#21542;&#22240;&#20026;&#35851;&#29983;&#32780;&#19981;&#26029;&#26053;&#34892;&#65311;&#20320;&#26159;&#21542;&#22312;&#23478;&#37324;&#24037;&#20316;&#65311;<br><br><div>Personality - Do you like staying at home or do you prefer being out in the community? Do you like spontaneity or do you prefer to work from a plan?</div> &#20010;&#24615;&#65306;&#20320;&#21916;&#27426;&#21574;&#22312;&#23478;&#37324;&#36824;&#26159;&#21916;&#27426;&#34701;&#20837;&#31038;&#21306;&#65311;&#20320;&#21916;&#27426;&#38543;&#24615;&#32780;&#20026;&#36824;&#26159;&#21916;&#27426;&#35851;&#23450;&#21518;&#21160;&#65311;<br><br><div>Lifestyle - What happens in your home on a typical day? What challenges do you frequently encounter? What would your ideal day look like?</div> &#29983;&#27963;&#26041;&#24335;&#65306;&#22312;&#20320;&#23478;&#20856;&#22411;&#30340;&#19968;&#22825;&#26377;&#20123;&#20160;&#20040;&#20107;&#24773;&#65311;&#20320;&#32463;&#24120;&#36935;&#21040;&#20123;&#20160;&#20040;&#26679;&#30340;&#25361;&#25112;&#65311;&#20320;&#29702;&#24819;&#20013;&#30340;&#19968;&#22825;&#26159;&#20160;&#20040;&#26679;&#30340;&#65311;</blockquote><div>Next, think about what you want your children to learn. What are your primary reasons for homeschooling? What do you want your children to know when they leave home? What goals do you have for your children in the areas of religion, character, life skills and academics? </div><div>&#25509;&#19979;&#26469;&#65292;&#24819;&#24819;&#20320;&#24819;&#35201;&#20320;&#23401;&#23376;&#23398;&#20160;&#20040;&#12290;&#20320;&#23454;&#26045;&#23478;&#24237;&#25945;&#23398;&#30340;&#39318;&#35201;&#29702;&#30001;&#26159;&#20160;&#20040;&#65311;&#24403;&#20320;&#30340;&#23401;&#23376;&#31163;&#24320;&#23478;&#30340;&#26102;&#20505;&#65292;&#20320;&#24076;&#26395;&#20320;&#30340;&#23401;&#23376;&#30693;&#36947;&#20123;&#20160;&#20040;&#65311;&#20320;&#22312;&#23447;&#25945;&#12289;&#24615;&#26684;&#12289;&#29983;&#27963;&#25216;&#33021;&#21644;&#23398;&#26415;&#26041;&#38754;&#65292;&#20026;&#20320;&#30340;&#23401;&#23376;&#23450;&#19979;&#20102;&#20160;&#20040;&#30446;&#26631;&#65311;</div><br><div>Rank these goals in order of importance. Then, realistically answer the following questions based on your family&#39;s needs and objectives:</div><div>&#25353;&#37325;&#35201;&#24615;&#23558;&#36825;&#20123;&#30446;&#26631;&#25490;&#24207;&#12290;&#28982;&#21518;&#65292;&#26681;&#25454;&#20320;&#23478;&#24237;&#30340;&#38656;&#27714;&#21644;&#30446;&#26631;&#65292;&#25454;&#23454;&#22238;&#31572;&#20197;&#19979;&#38382;&#39064;&#65306;</div><br><ul><li><div>Do you want a structured or unstructured curriculum? </div><div>&#20320;&#24819;&#35201;&#32467;&#26500;&#21270;&#30340;&#36824;&#26159;&#38750;&#32467;&#26500;&#21270;&#30340;&#35838;&#31243;&#65311;</div></li><li><div>Do you want to actively teach your children or have them work independently? </div> &#20320;&#26159;&#35201;&#20027;&#21160;&#25945;&#23398;&#20320;&#30340;&#23401;&#23376;&#36824;&#26159;&#35201;&#35753;&#20182;&#20204;&#29420;&#31435;&#24037;&#20316;&#65311;</li><li><div>Do you need a program that can teach multiple ages together?</div> &#20320;&#38656;&#35201;&#19968;&#20221;&#21487;&#20197;&#21516;&#26102;&#25945;&#25480;&#22810;&#21508;&#24180;&#40836;&#27573;&#30340;&#35268;&#21010;&#65311;</li><li><div>How much time do you want to spend on formal lessons each day? </div> &#20320;&#25171;&#31639;&#27599;&#22825;&#22312;&#27491;&#24335;&#35838;&#31243;&#19978;&#33457;&#36153;&#22810;&#23569;&#26102;&#38388;&#65311;</li><li><div>What subjects do you want your child to study?</div> &#20320;&#25171;&#31639;&#35753;&#20320;&#30340;&#23401;&#23376;&#23398;&#20064;&#20160;&#20040;&#31185;&#30446;&#65311;</li><li><div>Do you want to plan your own lessons or follow prepared lesson plans? </div> &#20320;&#26159;&#25171;&#31639;&#33258;&#24049;&#35268;&#21010;&#35838;&#31243;&#36824;&#26159;&#25171;&#31639;&#20351;&#29992;&#24050;&#32463;&#20934;&#22791;&#22909;&#20102;&#30340;&#35838;&#31243;&#35745;&#21010;&#65311;</li><li><div>Do you want a program that includes projects and activities?</div> &#20320;&#26159;&#21542;&#38656;&#35201;&#19968;&#20221;&#21253;&#21547;&#39033;&#30446;&#21644;&#27963;&#21160;&#30340;&#35745;&#21010;&#65311;</li><li><div>Will you want to keep records and grades?</div> &#20320;&#26159;&#21542;&#25171;&#31639;&#20445;&#30041;&#35760;&#24405;&#21644;&#35780;&#20998;&#65311;</li></ul><div><a class="vt-p" href="http://knol.google.com/k/-/-/232p4eed9p5ya/mheesp/learning-styles-01.jpg"><img src="http://knol.google.com/k/-/-/232p4eed9p5ya/mheesp/learning-styles-01.jpg" style="float:left;height:209.753px;margin-left:0px;margin-right:1em;width:140px"></a></div><h2> Understanding Learning Styles</h2><h2>&#20102;&#35299;&#23398;&#20064;&#26041;&#24335;</h2><div>Every parent knows that no two children are alike. The third step to choosing the best homeschool curriculum is understanding your children. </div><div>&#25152;&#26377;&#23478;&#38271;&#37117;&#30693;&#36947;&#27809;&#26377;&#20004;&#20010;&#23401;&#23376;&#26159;&#19968;&#26679;&#30340;&#12290;&#36873;&#25321;&#26368;&#22909;&#30340;&#23478;&#24237;&#23398;&#26657;&#35838;&#31243;&#30340;&#31532;&#19977;&#27493;&#23601;&#26159;&#20102;&#35299;&#20320;&#23401;&#23376;&#12290;</div><br><div>Children use three main learning modalities in order to receive, process and retain information. These modalities, or learning styles, are auditory, visual and kinesthetic (or tactile). By identifying your children&#39;s primary learning styles, you can choose a homeschooling curriculum that will meet your their needs.</div><div>&#23401;&#23376;&#20351;&#29992;&#19977;&#31181;&#20027;&#35201;&#30340;&#23398;&#20064;&#27169;&#24335;&#65292;&#20197;&#25509;&#25910;&#12289;&#22788;&#29702;&#12289;&#20445;&#23384;&#20449;&#24687;&#12290;&#36825;&#20123;&#27169;&#24335;&#65292;&#25110;&#31216;&#23398;&#20064;&#26041;&#24335;&#65292;&#20998;&#21035;&#20026;&#21548;&#35273;&#27169;&#24335;&#12289;&#35270;&#35273;&#27169;&#24335;&#12289;&#21160;&#35273;&#27169;&#24335;&#65288;&#35302;&#35273;&#27169;&#24335;&#65289;&#12290;&#36890;&#36807;&#30830;&#23450;&#20320;&#23401;&#23376;&#30340;&#20027;&#35201;&#23398;&#20064;&#26041;&#24335;&#65292;&#20320;&#21487;&#20197;&#36873;&#25321;&#33021;&#28385;&#36275;&#20182;&#20204;&#38656;&#27714;&#30340;&#23478;&#24237;&#25945;&#23398;&#35838;&#31243;&#12290;</div><h4>Auditory Learners&#21548;&#35273;&#23398;&#20064;&#32773;</h4><div>Auditory learners are children who always seem to be talking, singing or humming. They receive, process information by hearing and speaking aloud. They tend to enjoy music, story telling, audio books, and reading aloud. They are generally vocal and prefer working with a group instead of independent study. They process and memorize information through discussion and oral drill. The best homeschool curriculum for auditory learners will involve reading aloud or group interaction.</div> &#21548;&#35273;&#23398;&#20064;&#32773;&#30340;&#23401;&#23376;&#20284;&#20046;&#24635;&#26159;&#22312;&#20132;&#35848;&#12289;&#21809;&#27468;&#12289;&#21756;&#21756;&#12290;&#20182;&#20204;&#36890;&#36807;&#20542;&#21548;&#21644;&#22823;&#22768;&#35828;&#35805;&#26469;&#25509;&#25910;&#12289;&#22788;&#29702;&#20449;&#24687;&#12290;&#20182;&#20204;&#20542;&#21521;&#20110;&#21916;&#27426;&#38899;&#20048;&#12289;&#35762;&#25925;&#20107;&#12289;&#26377;&#22768;&#35835;&#29289;&#21644;&#22823;&#22768;&#38405;&#35835;&#12290;&#20182;&#20204;&#26222;&#36941;&#24456;&#22823;&#22768;&#65292;&#24895;&#24847;&#22312;&#22242;&#20307;&#20013;&#24037;&#20316;&#32780;&#38750;&#29420;&#33258;&#30740;&#31350;&#12290;&#20182;&#20204;&#36890;&#36807;&#35752;&#35770;&#21644;&#21475;&#22836;&#32451;&#20064;&#26469;&#22788;&#29702;&#24182;&#35760;&#20303;&#20449;&#24687;&#12290;&#23545;&#20110;&#21548;&#35273;&#23398;&#20064;&#32773;&#65292;&#26368;&#22909;&#30340;&#23478;&#24237;&#23398;&#26657;&#35838;&#31243;&#38656;&#35201;&#28041;&#21450;&#22823;&#22768;&#38405;&#35835;&#21644;&#22242;&#38431;&#20114;&#21160;&#12290;<br><h4>Visual Learners&#35270;&#35273;&#23398;&#20064;&#32773;</h4><div>Visual learners tend to either favor print (reading and writing) or images (charts, maps and drawings). They receive, process and retain information through sight. Visual learners tend to be neat and organized. They are drawn to math, reading and art, and tend to enjoy visually stimulating activities like video games and television. Visual learners generally appreciate information that is presented in written or graphic format. These children may enjoy using a traditional workbook or computer based curriculum. Children who enjoy reading may thrive using a literature-based program.</div> &#35270;&#35273;&#23398;&#20064;&#32773;&#20542;&#21521;&#20110;&#21916;&#27426;&#21360;&#21047;&#21697;&#65288;&#38405;&#35835;&#21644;&#20889;&#20316;&#65289;&#25110;&#22270;&#20687;&#65288;&#22270;&#34920;&#12289;&#22320;&#22270;&#12289;&#32472;&#30011;&#65289;&#12290;&#20182;&#20204;&#36890;&#36807;&#35270;&#35273;&#25509;&#25910;&#12289;&#22788;&#29702;&#12289;&#20445;&#23384;&#20449;&#24687;&#12290;&#35270;&#35273;&#23398;&#20064;&#32773;&#20542;&#21521;&#20110;&#25972;&#27905;&#32780;&#26377;&#32452;&#32455;&#12290;&#20182;&#20204;&#23545;&#25968;&#23398;&#12289;&#38405;&#35835;&#21644;&#33402;&#26415;&#24863;&#20852;&#36259;&#65292;&#24448;&#24448;&#20139;&#21463;&#35270;&#35273;&#21050;&#28608;&#27963;&#21160;&#22914;&#35270;&#39057;&#28216;&#25103;&#21644;&#30005;&#35270;&#12290;&#35270;&#35273;&#23398;&#20064;&#32773;&#19968;&#33324;&#21916;&#27426;&#20197;&#25991;&#23383;&#25110;&#22270;&#24418;&#26041;&#24335;&#21576;&#29616;&#30340;&#20449;&#24687;&#12290;&#36825;&#20123;&#23401;&#23376;&#21487;&#33021;&#20250;&#21916;&#27426;&#20351;&#29992;&#20256;&#32479;&#20316;&#19994;&#26412;&#25110;&#22522;&#20110;&#35745;&#31639;&#26426;&#30340;&#35838;&#31243;&#12290;&#20139;&#21463;&#38405;&#35835;&#30340;&#23401;&#23376;&#20063;&#20250;&#21916;&#27426;&#20351;&#29992;&#22522;&#20110;&#22270;&#20070;&#30340;&#26041;&#26696;&#12290;<br><h4>Kinesthetic Learners&#21160;&#35273;&#23398;&#20064;&#32773;</h4><div>Kinesthetic (tactile) learners are always on the move. They receive, process and retain by moving and touching. These children enjoy hands on assignments and physical activity. Because movement enhances their ability to learn, kinesthetic learners may need to rock, walk, sit on a bouncy ball or find other ways to move while listening. The best homeschooling curriculum for a kinesthetic learner will involve projects and experiments.</div><div>&#21160;&#35273;&#65288;&#35302;&#35273;&#65289;&#23398;&#20064;&#32773;&#24635;&#26159;&#22312;&#21160;&#12290;&#20182;&#20204;&#36890;&#36807;&#36816;&#21160;&#21644;&#35302;&#30896;&#26469;&#25509;&#25910;&#12289;&#22788;&#29702;&#12289;&#20445;&#23384;&#20449;&#24687;&#12290;&#36825;&#20123;&#23401;&#23376;&#20139;&#21463;&#21160;&#25163;&#20219;&#21153;&#21644;&#20307;&#32946;&#27963;&#21160;&#12290;&#22240;&#20026;&#36816;&#21160;&#22686;&#24378;&#20102;&#20182;&#20204;&#30340;&#23398;&#20064;&#33021;&#21147;&#65292;&#21160;&#35273;&#23398;&#20064;&#32773;&#22312;&#20542;&#21548;&#26102;&#21487;&#33021;&#20250;&#25671;&#25670;&#12289;&#36208;&#21160;&#12289;&#22352;&#22312;&#24377;&#21147;&#29699;&#19978;&#65292;&#25110;&#32773;&#25214;&#20986;&#20854;&#20182;&#36816;&#21160;&#36884;&#24452;&#12290;&#23545;&#20110;&#21160;&#35273;&#23398;&#20064;&#32773;&#65292;&#26368;&#22909;&#30340;&#23478;&#24237;&#25945;&#23398;&#35838;&#31243;&#38656;&#35201;&#28041;&#21450;&#39033;&#30446;&#21644;&#20307;&#39564;&#12290;</div><h4>Determining Your Child&#39;s Learning Style</h4><h4>&#30830;&#23450;&#20320;&#23401;&#23376;&#30340;&#23398;&#20064;&#26041;&#24335;</h4><div>Observe your child closely in order to determine his or her learning style. Ask your child how he or she prefers to learn. Refer to the following chart for assistance:</div><div>&#23494;&#20999;&#35266;&#23519;&#20320;&#30340;&#23401;&#23376;&#65292;&#20197;&#20415;&#30830;&#23450;&#23427;&#30340;&#23398;&#20064;&#39118;&#26684;&#12290;&#35810;&#38382;&#20320;&#30340;&#23401;&#23376;&#20182;&#21916;&#27426;&#24590;&#20040;&#23398;&#20064;&#12290;&#35831;&#21442;&#32771;&#19979;&#34920;&#65306;</div><table class="zeroBorder"><tbody><tr><td></td><td><div>Auditory</div></td><td><div>Visual</div></td><td><div>Kinesthetic </div></td></tr><tr><td><div>How does your child express emotion?</div></td><td><div>Tone of Voice</div></td><td><div>Facial Expression</div></td><td><div>Gestures and Body Language</div></td></tr><tr><td><div>What type of hobbies does your child enjoy?</div></td><td><div>Involve Speech or Sound</div></td><td><div>Involve Print or Images</div></td><td><div>Involve Touch or Movement</div></td></tr><tr><td><div>When does your child do when encountering something unfamiliar?</div></td><td>Ask Questions</td><td>Examines Visually</td><td><div>Examines Physically</div></td></tr><tr><td><div>How does your child behave in group settings?</div></td><td><div>Engages in Conversation</div></td><td><div>Watches before Participating</div></td><td><div>Encourages Movement</div></td></tr><tr><td><div>How does your child solve problems?</div></td><td><div>Talks it Through</div></td><td><div>Uses Visual Clues</div></td><td><div>Uses Physical Clues</div></td></tr></tbody></table> . <table class="zeroBorder"><tbody><tr><td></td><td><div>&#21548;&#35273;</div></td><td><div>&#35270;&#35273;</div></td><td><div>&#21160;&#35273;</div></td></tr><tr><td><div>&#20320;&#30340;&#23401;&#23376;&#22914;&#20309;&#34920;&#36798;&#24863;&#24773;&#65311;</div></td><td><div>&#35821;&#27668;</div></td><td><div>&#34920;&#24773;</div></td><td><div>&#25163;&#21183;&#21644;&#32930;&#20307;&#35821;&#35328;</div></td></tr><tr><td><div>&#20320;&#23401;&#23376;&#30340;&#29233;&#22909;&#26159;&#20160;&#20040;&#31867;&#22411;&#30340;&#65311;</div></td><td><div>&#28041;&#21450;&#35821;&#35328;&#21644;&#22768;&#38899;</div></td><td><div>&#28041;&#21450;&#25991;&#23383;&#21644;&#22270;&#20687;</div></td><td><div>&#28041;&#21450;&#35302;&#30896;&#21644;&#36816;&#21160;</div></td></tr><tr><td><div>&#24403;&#20320;&#23401;&#23376;&#36935;&#21040;&#19981;&#29087;&#24713;&#30340;&#20107;&#24773;&#65292;&#20250;&#24590;&#20040;&#20570;&#65311;</div></td><td>&#38382;&#38382;&#39064;</td><td>&#20180;&#32454;&#26597;&#30475;</td><td><div>&#36523;&#20307;&#25509;&#35302;</div></td></tr><tr><td><div>&#20320;&#23401;&#23376;&#22312;&#22242;&#20307;&#29615;&#22659;&#20013;&#34920;&#29616;&#22914;&#20309;&#65311;</div></td><td><div>&#21442;&#19982;&#20132;&#35848;</div></td><td><div>&#21442;&#19982;&#20043;&#21069;&#20808;&#35266;&#30475;</div></td><td><div>&#31215;&#26497;&#36816;&#21160;</div></td></tr><tr><td><div>&#20320;&#23401;&#23376;&#22914;&#20309;&#35299;&#20915;&#38382;&#39064;&#65311;</div></td><td><div>&#36890;&#36807;&#35848;&#35770;</div></td><td><div>&#20351;&#29992;&#35270;&#35273;&#32447;&#32034;</div></td><td><div>&#20351;&#29992;&#29289;&#29702;&#32447;&#32034;</div></td></tr></tbody></table><br><div>If you have more than one child, your children will likely have different learning styles. You do not need to purchase a separate program for every child in your home. Make small changes to tailor your curriculum to meet different learning styles. For instance, discuss directions with an auditory learner, let your visual learner see the directions in print, and have your kinesthetic learner point to the directions as you read them.</div><div>&#22914;&#26524;&#20320;&#26377;&#19981;&#27490;&#19968;&#20010;&#23401;&#23376;&#65292;&#20320;&#30340;&#23401;&#23376;&#20204;&#26377;&#21487;&#33021;&#26377;&#19981;&#21516;&#30340;&#23398;&#20064;&#26041;&#24335;&#12290;&#20320;&#24182;&#19981;&#38656;&#35201;&#20026;&#27599;&#20010;&#23401;&#23376;&#21333;&#29420;&#36141;&#20080;&#19968;&#22871;&#26041;&#26696;&#12290;&#36890;&#36807;&#23567;&#30340;&#25913;&#21464;&#65292;&#35843;&#25972;&#20320;&#30340;&#35838;&#31243;&#65292;&#36814;&#21512;&#19981;&#21516;&#30340;&#23398;&#20064;&#26041;&#24335;&#12290;&#20363;&#22914;&#65292;&#19982;&#21548;&#35273;&#23398;&#20064;&#32773;&#35752;&#35770;&#35828;&#26126;&#20070;&#65292;&#35753;&#35270;&#35273;&#23398;&#20064;&#32773;&#38405;&#35835;&#21360;&#21047;&#30340;&#35828;&#26126;&#20070;&#65292;&#35753;&#20320;&#30340;&#21160;&#35273;&#23398;&#20064;&#32773;&#25351;&#20986;&#20320;&#25152;&#38405;&#35835;&#30340;&#35828;&#26126;&#20070;&#12290;</div><br><div>Here are some other ways to adjust your chosen program to suit your child&#39;s <a class="vt-p" href="http://www.successful-homeschooling.com/learning-styles.html">learning style</a>.</div>&#36825;&#37324;&#36824;&#26377;&#20854;&#20182;&#19968;&#20123;&#26041;&#27861;&#26469;&#35843;&#25972;&#20320;&#25152;&#36873;&#25321;&#30340;&#26041;&#26696;&#65292;&#20197;&#28385;&#36275;&#20320;&#23401;&#23376;&#30340;&#23398;&#20064;&#26041;&#24335;&#12290;<br><h2>Homeschooling Methods</h2><h2>&#23478;&#24237;&#25945;&#23398;&#26041;&#24335;</h2><div>Homeschoolers aren&#39;t limited to sitting at a desk completing worksheets, although some children prefer this method of homeschooling. There are homeschooling methods to meet the needs of every child and family. Learning about various homeschooling philosophies will help you narrow your choices as you search for the right curriculum.</div><div>&#23478;&#24237;&#25945;&#23398;&#32773;&#24182;&#19981;&#20165;&#20165;&#26159;&#22352;&#22312;&#26700;&#23376;&#21069;&#23436;&#25104;&#32440;&#19978;&#24037;&#20316;&#65292;&#34429;&#28982;&#26377;&#20123;&#23401;&#23376;&#21916;&#27426;&#36825;&#31181;&#23478;&#24237;&#25945;&#23398;&#26041;&#24335;&#12290;&#36825;&#37324;&#26377;&#20123;&#23478;&#24237;&#25945;&#23398;&#26041;&#24335;&#21487;&#20197;&#28385;&#36275;&#21508;&#31181;&#23401;&#23376;&#21644;&#23478;&#24237;&#30340;&#38656;&#27714;&#12290;&#23398;&#20064;&#21508;&#31181;&#23478;&#24237;&#25945;&#23398;&#29702;&#35770;&#21487;&#20197;&#24110;&#21161;&#20320;&#22312;&#25628;&#32034;&#27491;&#30830;&#35838;&#31243;&#26102;&#32553;&#23567;&#20320;&#30340;&#36873;&#25321;&#12290;</div><h3>Traditional Teaching Methods</h3><h3>&#20256;&#32479;&#25945;&#23398;&#26041;&#24335;</h3><div>Textbook/Workbook &ndash; This homeschooling style is generally most comfortable for those of us who went to traditional schools. Textbook/workbook curricula generally come with structured lesson plans that tell parents exactly how to teach their children, and require very little time spent on planning and preparation.</div><div>&#25945;&#26448;&#12289;&#20316;&#19994;&#26412;&#65306;&#36825;&#31181;&#23478;&#24237;&#25945;&#23398;&#26041;&#24335;&#23545;&#20110;&#25105;&#20204;&#24403;&#20013;&#19978;&#36807;&#20256;&#32479;&#23398;&#26657;&#30340;&#19968;&#33324;&#32780;&#35328;&#26159;&#26368;&#33258;&#22312;&#30340;&#12290;&#25945;&#26448;&#20316;&#19994;&#26412;&#24335;&#30340;&#35838;&#31243;&#36890;&#24120;&#24102;&#26377;&#32467;&#26500;&#21270;&#30340;&#35838;&#31243;&#35745;&#21010;&#65292;&#21487;&#20197;&#30830;&#20999;&#22320;&#21578;&#35785;&#23478;&#38271;&#22914;&#20309;&#25945;&#32946;&#20182;&#20204;&#30340;&#23376;&#22899;&#65292;&#23478;&#38271;&#26426;&#20250;&#19981;&#29992;&#33457;&#26102;&#38388;&#21435;&#20570;&#35745;&#21010;&#21644;&#20934;&#22791;&#12290;</div><br><div>Classical Homeschooling &ndash; Children in classical homeschools are taught in three stages known as grammar, logic and rhetoric. Classical homeschooling emphasizes critical thinking and academic achievement. Children often study Latin and Greek, and read the great books of Western civilization.</div>&#21476;&#20856;&#23478;&#24237;&#25945;&#23398;&#65306;&#22312;&#21476;&#20856;&#23478;&#24237;&#23398;&#26657;&#65292;&#25353;&#29031;&#19977;&#20010;&#38454;&#27573;&#25945;&#25480;&#23401;&#23376;&#20204;&#65292;&#36825;&#19977;&#20010;&#38454;&#27573;&#23601;&#26159;&#35821;&#27861;&#12289;&#36923;&#36753;&#12289;&#20462;&#36766;&#12290;&#21476;&#20856;&#23478;&#24237;&#25945;&#23398;&#24378;&#35843;&#25209;&#21028;&#24615;&#24605;&#32500;&#21644;&#23398;&#26415;&#25104;&#23601;&#12290;&#23401;&#23376;&#20204;&#24120;&#24120;&#23398;&#20064;&#25289;&#19969;&#35821;&#21644;&#24076;&#33098;&#35821;&#65292;&#38405;&#35835;&#35199;&#26041;&#25991;&#21270;&#21517;&#33879;&#12290;<br><br><div>Thomas Jefferson Education &ndash; Homeschoolers who follow the Thomas Jefferson model want to raise children who will be leaders. They mentor their children in the reading of the classics, and provide a structured environment modeled after that which produced our nation&#39;s founding fathers.</div>&#25176;&#39532;&#26031;&middot;&#26480;&#26000;&#36874;&#25945;&#32946;&#65306;&#36981;&#24490;&#25176;&#39532;&#26031;&middot;&#26480;&#26000;&#36874;&#25945;&#32946;&#27169;&#24335;&#30340;&#23478;&#24237;&#25945;&#23398;&#32773;&#24076;&#26395;&#25226;&#23401;&#23376;&#22521;&#20859;&#25104;&#39046;&#23548;&#32773;&#12290;&#20182;&#20204;&#25351;&#23548;&#23401;&#23376;&#38405;&#35835;&#32463;&#20856;&#65292;&#25552;&#20379;&#20223;&#29031;&#22521;&#20859;&#22269;&#29238;&#30340;&#29615;&#22659;&#32780;&#35774;&#30340;&#32467;&#26500;&#21270;&#29615;&#22659;&#12290;<br><br><div>Computer Based Homeschooling &ndash; Online or computer-based homeschooling allows children to study independently via software or online academy. These programs require little teaching, planning or record keeping by parents. </div>&#22522;&#20110;&#35745;&#31639;&#26426;&#30340;&#23478;&#24237;&#25945;&#23398;&#65306;&#22312;&#32447;&#25110;&#22522;&#20110;&#35745;&#31639;&#26426;&#30340;&#23478;&#24237;&#25945;&#23398;&#20351;&#24471;&#23401;&#23376;&#36890;&#36807;&#36719;&#20214;&#25110;&#22312;&#32447;&#23398;&#38498;&#24320;&#23637;&#29420;&#31435;&#30740;&#31350;&#12290;&#36825;&#20123;&#31243;&#24207;&#38656;&#35201;&#23478;&#38271;&#24456;&#23569;&#30340;&#25945;&#23398;&#12289;&#35268;&#21010;&#25110;&#35760;&#24405;&#20445;&#23384;&#12290;<br><br><div>Virtual Homeschooling &ndash; State-funded, public school programs are known as virtual schools or cyber schools. Certified public school teachers prepare lessons, instruct students and monitor the students progress. This style of homeschooling does not provide the freedom and flexibility of independent, private home education.</div>&#34394;&#25311;&#23478;&#24237;&#25945;&#23398;&#65306;&#21508;&#24030;&#36164;&#21161;&#30340;&#20844;&#31435;&#23398;&#26657;&#26041;&#26696;&#26159;&#24050;&#30693;&#30340;&#34394;&#25311;&#23398;&#26657;&#25110;&#30005;&#23376;&#23398;&#26657;&#12290;&#30001;&#32463;&#36807;&#35748;&#35777;&#30340;&#20844;&#31435;&#23398;&#26657;&#25945;&#24072;&#22791;&#35838;&#12289;&#25945;&#23398;&#12289;&#30417;&#25511;&#23398;&#29983;&#36827;&#24230;&#12290;&#36825;&#31181;&#23478;&#24237;&#25945;&#23398;&#26041;&#24335;&#24182;&#19981;&#20026;&#29420;&#31435;&#30340;&#31169;&#26377;&#30340;&#23478;&#24237;&#25945;&#32946;&#25552;&#20379;&#33258;&#30001;&#21644;&#24377;&#24615;&#12290;<br><br><div><a class="vt-p" href="http://knol.google.com/k/-/-/232p4eed9p5ya/mheesp/charlotte-mason.jpg"><img src="http://knol.google.com/k/-/-/232p4eed9p5ya/mheesp/charlotte-mason.jpg" style="float:left;height:211.5px;margin-left:0px;margin-right:1em;width:142px"></a></div><h3> Non-Traditional Teaching Methods</h3><h3>&#38750;&#20256;&#32479;&#25945;&#32946;&#26041;&#24335;</h3><div>Unit Studies &ndash; Instead of dividing knowledge into distinct subjects, unit studies combine the study of history, science, math, reading, writing and language into the study of a single theme. With unit studies, children of multiple ages can often use the same program. This method often involves the use of hands-on projects.</div>&#21333;&#20803;&#30740;&#31350;&#65306;&#19982;&#23558;&#30693;&#35782;&#21010;&#20998;&#25104;&#19981;&#21516;&#31185;&#30446;&#19981;&#21516;&#65292;&#21333;&#20803;&#30740;&#31350;&#25226;&#21382;&#21490;&#12289;&#31185;&#23398;&#12289;&#25968;&#23398;&#12289;&#38405;&#35835;&#12289;&#20889;&#20316;&#21644;&#35821;&#35328;&#34701;&#21512;&#36827;&#21333;&#19968;&#20027;&#39064;&#19979;&#30340;&#30740;&#31350;&#12290;&#22312;&#21333;&#20803;&#30740;&#31350;&#20013;&#65292;&#19981;&#21516;&#24180;&#40836;&#27573;&#30340;&#23401;&#23376;&#24448;&#24448;&#21487;&#20197;&#20351;&#29992;&#30456;&#21516;&#30340;&#26041;&#26696;&#12290;&#36825;&#19968;&#26041;&#27861;&#24120;&#24120;&#28041;&#21450;&#25163;&#24037;&#39033;&#30446;&#30340;&#36816;&#29992;&#12290;<br><br><div>Charlotte Mason &ndash; Charlotte Mason homeschooling encourages the use of living books and nature study. Lessons are kept short to promote focus and good habits. Language arts and writing skills are taught through copy work, narration and dictation.</div>&#22799;&#27931;&#29305;&middot;&#26757;&#26862;&#65306;&#22799;&#27931;&#29305;&middot;&#26757;&#26862;&#24335;&#23478;&#24237;&#25945;&#23398;&#25945;&#32946;&#65292;&#40723;&#21169;&#20351;&#29992;&#21160;&#30011;&#22270;&#20070;&#21644;&#33258;&#28982;&#30740;&#31350;&#12290;&#35838;&#31243;&#27604;&#36739;&#30701;&#65292;&#20197;&#20419;&#36827;&#27880;&#24847;&#21147;&#21644;&#33391;&#22909;&#20064;&#24815;&#12290;&#36890;&#36807;&#20020;&#25721;&#12289;&#21465;&#36848;&#21644;&#21548;&#20889;&#25945;&#25480;&#35821;&#35328;&#33402;&#26415;&#21644;&#20889;&#20316;&#25216;&#33021;&#12290;<br><br><div>Montessori Homeschooling &ndash; Montessori homeschoolers prepare a learning environment that engages the senses. Its emphasis on multi-age environment and participation in every day tasks occurs naturally in home schools. Montessori education is self-paced and self-directed. Parents serve as facilitators, not teachers.</div>&#33945;&#21488;&#26797;&#21033;&#23478;&#24237;&#25945;&#23398;&#65306;&#33945;&#21488;&#26797;&#21033;&#23478;&#24237;&#25945;&#23398;&#32773;&#20934;&#22791;&#30340;&#23398;&#20064;&#29615;&#22659;<font style="background-color:#ff0000">&#21560;&#24341;&#24863;&#23448;&#27880;&#24847;</font>&#12290;&#23427;&#24378;&#35843;<font style="background-color:#ff0000">&#22810;&#24180;&#40836;&#29615;&#22659;&#65292;&#24378;&#35843;&#21442;&#19982;&#23478;&#24237;&#23398;&#26657;&#20013;&#33258;&#28982;&#21457;&#29983;&#30340;&#27599;&#26085;&#20219;&#21153;</font>&#12290;&#33945;&#21488;&#26797;&#21033;&#25945;&#32946;&#26159;&#33258;&#23450;&#36827;&#24230;&#21644;&#33258;&#25105;&#23548;&#21521;&#30340;&#12290;&#23478;&#38271;&#26159;&#20316;&#20026;&#21327;&#21161;&#32773;&#32780;&#19981;&#26159;&#25945;&#24072;&#12290;<br><br><div>Waldorf Homeschooling &ndash; The homeschool method is based Rudolf Steiner&#39;s Waldorf education model. It encourages children to delve into fairytales, legends and the arts. Children in Waldorf schools are discouraged from viewing television and playing video games, and are not encouraged to learn to read until age eight.</div><div>&#21326;&#24503;&#31119;&#23478;&#24237;&#25945;&#23398;&#65306;&#36825;&#31181;&#23478;&#24237;&#25945;&#23398;&#26041;&#24335;&#22522;&#20110;&#40065;&#36947;&#22827;&middot;&#21490;&#20195;&#32435;&#30340;&#21326;&#24503;&#31119;&#25945;&#32946;&#27169;&#24335;&#12290;&#23427;&#40723;&#21169;&#23401;&#23376;&#28145;&#20837;&#31461;&#35805;&#12289;&#20256;&#35828;&#21644;&#33402;&#26415;&#12290;&#21326;&#24503;&#31119;&#23398;&#26657;&#19981;&#40723;&#21169;&#23401;&#23376;&#30475;&#30005;&#35270;&#12289;&#29609;&#30005;&#23376;&#28216;&#25103;&#65292;&#20843;&#23681;&#20043;&#21069;&#19981;&#40723;&#21169;&#23398;&#20064;&#38405;&#35835;&#12290;<br></div><br><div>Relaxed Homeschooling &ndash; Relaxed homeschoolers place family at the center of their home schools. They focus on building good character and raising fully functioning adults. Relaxed homeschoolers use books and curricula as needed in the course of teaching children the skills they need for successful living.</div><div>&#36731;&#26494;&#23478;&#24237;&#25945;&#23398;&#65306;&#36731;&#26494;&#23478;&#24237;&#25945;&#23398;&#32773;&#25226;&#23478;&#24237;&#25918;&#32622;&#22312;&#23478;&#24237;&#23398;&#26657;&#30340;&#20013;&#24515;&#12290;&#20182;&#20204;&#30528;&#30524;&#20110;&#24314;&#31435;&#33391;&#22909;&#24615;&#26684;&#12289;&#22521;&#20859;&#20840;&#38754;&#21457;&#23637;&#30340;&#25104;&#20154;&#12290;&#36731;&#26494;&#23478;&#24237;&#25945;&#23398;&#32773;&#25226;&#20070;&#31821;&#21644;&#35838;&#31243;&#24403;&#20316;&#25945;&#32946;&#23401;&#23376;&#25104;&#21151;&#29983;&#27963;&#25152;&#38656;&#25216;&#33021;&#30340;&#24517;&#38656;&#21697;&#12290;<br></div><br><div>Unschooling &ndash; Unschoolers give their children the freedom to pursue knowledge according to their interests. They trust their children to learn everything they need to know in their own time. Unschooling is child-led. Parents facilitate learning by answering questions, supplying materials, and providing help, as needed.</div><div>&#38750;&#23398;&#26657;&#25945;&#32946;&#65306;&#38750;&#23398;&#26657;&#25945;&#32946;&#32773;&#32473;&#20104;&#20182;&#20204;&#23401;&#23376;&#26681;&#25454;&#33258;&#24049;&#20852;&#36259;&#36861;&#27714;&#30693;&#35782;&#30340;&#33258;&#30001;&#12290;&#20182;&#20204;&#30456;&#20449;&#20182;&#20204;&#30340;&#23401;&#23376;&#22312;&#20182;&#20204;&#33258;&#24049;&#30340;&#26102;&#38388;&#37324;&#65292;&#20250;&#23398;&#20064;&#20182;&#20204;&#38656;&#35201;&#30693;&#36947;&#30340;&#19968;&#20999;&#30693;&#35782;&#12290;&#38750;&#23398;&#26657;&#25945;&#32946;&#20197;&#23401;&#23376;&#20026;&#23548;&#21521;&#12290;&#23478;&#38271;&#36890;&#36807;&#22312;&#38656;&#35201;&#30340;&#26102;&#20505;&#22238;&#31572;&#38382;&#39064;&#12289;&#25552;&#20379;&#26448;&#26009;&#12289;&#25552;&#20379;&#24110;&#21161;&#26469;&#20419;&#36827;&#23398;&#20064;&#12290;<br></div><br><div>Eclectic Homeschooling &ndash; Eclectic homeschoolers do not limit themselves to a particular homeschooling style. They choose from the many homeschooling philosophies available based on their children&#39;s needs in a particular subject at any given time.</div>&#25240;&#34935;&#20027;&#20041;&#23478;&#24237;&#25945;&#23398;&#65306;&#25240;&#34935;&#20027;&#20041;&#23478;&#24237;&#25945;&#23398;&#32773;&#24182;&#19981;&#23616;&#38480;&#20110;&#26576;&#19968;&#29305;&#23450;&#23478;&#24237;&#25945;&#23398;&#26041;&#24335;&#12290;&#20182;&#20204;&#26681;&#25454;&#20182;&#20204;&#23401;&#23376;&#22312;&#29305;&#23450;&#26102;&#38388;&#23545;&#29305;&#23450;&#35838;&#39064;&#30340;&#38656;&#27714;&#65292;&#20174;&#35832;&#22810;&#23478;&#24237;&#25945;&#23398;&#29702;&#35770;&#20013;&#20570;&#20986;&#36873;&#25321;&#12290;<br><h2> Choosing a Homeschool Curriculum</h2><h2>&#36873;&#25321;&#23478;&#24237;&#25945;&#23398;&#35838;&#31243;</h2><div>When looking for a homeschooling curriculum, read books by authors who share your education philosophy and consider their suggestions. Ask for recommendations from home educators in your support group or those you interact with in online homeschool forums.</div><div>&#22312;&#36873;&#25321;&#23478;&#24237;&#25945;&#23398;&#35838;&#31243;&#30340;&#26102;&#20505;&#65292;&#38405;&#35835;&#20316;&#32773;&#30340;&#20070;&#31821;&#65292;&#20102;&#35299;&#20182;&#30340;&#25945;&#32946;&#29702;&#24565;&#24182;&#32771;&#34385;&#20182;&#20204;&#30340;&#24314;&#35758;&#12290;&#20174;&#20320;&#30340;&#25903;&#25345;&#23567;&#32452;&#20013;&#30340;&#25110;&#32773;&#22312;&#32447;&#23478;&#24237;&#23398;&#26657;&#35770;&#22363;&#20013;&#19982;&#20320;&#20114;&#21160;&#30340;&#23478;&#24237;&#25945;&#23398;&#32773;&#37027;&#37324;&#24449;&#27714;&#24314;&#35758;&#12290;</div><br><div>Cathy Duffy&#39;s <i>100 Top Picks for Homeschool Curriculum</i> and Mary Pride&#39;s <i>Big Book of Home Learning</i> contain curriculum suggestions for every subject, as well as detailed product reviews. </div>&#26460;&#22025;&#29081;&#30340;&#12298;&#23478;&#24237;&#25945;&#23398;&#35838;&#31243;&#19968;&#30334;&#20363;&#31934;&#36873;&#20171;&#32461;&#12299;&#21644;&#36182;&#29595;&#20029;&#30340;&#12298;&#23478;&#24237;&#23398;&#20064;&#22823;&#20840;&#12299;&#21253;&#21547;&#26377;&#20026;&#21508;&#20010;&#20027;&#20307;&#25512;&#33616;&#30340;&#35838;&#31243;&#65292;&#20197;&#21450;&#35814;&#32454;&#30340;&#20135;&#21697;&#35780;&#35770;&#12290;<br><br><div>When reading reviews and suggestions, remember they are just personal opinions. That new unit study your best friend loves may not be right for your children. A program that greatly benefits one family could be detrimental to another.</div>&#22312;&#38405;&#35835;&#35780;&#35770;&#21644;&#24314;&#35758;&#26102;&#65292;&#35760;&#20303;&#36825;&#20123;&#37117;&#20165;&#20165;&#26159;&#20010;&#20154;&#24847;&#35265;&#12290;&#20320;&#26379;&#21451;&#26368;&#21916;&#27426;&#30340;&#26032;&#30340;&#21333;&#20803;&#30740;&#31350;&#65292;&#21487;&#33021;&#24182;&#19981;&#36866;&#21512;&#20320;&#30340;&#23401;&#23376;&#12290;&#32473;&#19968;&#20010;&#23478;&#24237;&#24102;&#26469;&#26497;&#22823;&#22909;&#22788;&#30340;&#26041;&#26696;&#21487;&#33021;&#20250;&#20260;&#23475;&#21478;&#19968;&#20010;&#23478;&#24237;&#12290;<br><h4>Home School Curriculum Fairs</h4><h4>&#23478;&#24237;&#23398;&#26657;&#35838;&#31243;&#38598;&#20250;</h4><div>If you want to view homeschool materials in person, attend a home school curriculum fair. These events provide exposure to a variety of products and give you an opportunity ask questions of company representatives. </div><div>&#22914;&#26524;&#20320;&#24819;&#20146;&#33258;&#23519;&#30475;&#23478;&#24237;&#23398;&#26657;&#26448;&#26009;&#65292;&#20320;&#21487;&#20197;&#20986;&#24109;&#23478;&#24237;&#23398;&#26657;&#35838;&#31243;&#38598;&#20250;&#12290;&#36825;&#20123;&#27963;&#21160;&#20844;&#24320;&#23637;&#31034;&#21508;&#31181;&#20135;&#21697;&#65292;&#32473;&#20320;&#26426;&#20250;&#21521;&#20844;&#21496;&#20195;&#34920;&#25552;&#38382;&#39064;&#12290;</div><br><div>Before attending a vendor fair, do your homework. Make a list of your children&#39;s needs for each subject and which products you are considering. Write down any questions you may have. Make note of the lowest price available, and where the materials can be purchased for that price. Many vendors offer curriculum fair specials. Check their offers against the lowest price you find in order to make sure you&#39;re receiving a good deal.</div>&#22312;&#20986;&#24109;&#20379;&#24212;&#21830;&#38598;&#20250;&#20043;&#21069;&#65292;&#20320;&#38656;&#35201;&#20570;&#22909;&#21151;&#35838;&#12290;&#20026;&#27599;&#20010;&#35838;&#39064;&#21015;&#20986;&#20320;&#23401;&#23376;&#30340;&#38656;&#27714;&#28165;&#21333;&#65292;&#21015;&#20986;&#20320;&#24819;&#32771;&#34385;&#30340;&#20135;&#21697;&#28165;&#21333;&#12290;&#20889;&#19979;&#20320;&#33021;&#24819;&#21040;&#30340;&#25152;&#26377;&#38382;&#39064;&#12290;&#35760;&#19979;&#21487;&#25509;&#21463;&#30340;&#26368;&#20302;&#20215;&#26684;&#65292;&#20197;&#21450;&#22312;&#21738;&#37324;&#21487;&#20197;&#29992;&#36825;&#20010;&#20215;&#20301;&#20080;&#21040;&#36825;&#20123;&#26448;&#26009;&#12290;&#35768;&#22810;&#20379;&#24212;&#21830;&#25552;&#20379;&#35838;&#31243;&#38598;&#20250;&#29305;&#24800;&#20215;&#12290;&#26680;&#23545;&#20182;&#20204;&#30340;&#25552;&#20379;&#20215;&#25214;&#20986;&#26368;&#20302;&#20215;&#26684;&#65292;&#20197;&#30830;&#20445;&#20320;&#33021;&#25343;&#21040;&#26368;&#22810;&#12290;<br><h4>Buyer&#39;s Remorse</h4><h4>&#20080;&#23478;&#30340;&#33258;&#36131;</h4><div>Once you have chosen and purchased a curriculum, you will inevitably hear about several new and better products that you should have purchased instead. Remind yourself that you chose your program for a reason. Use the program, make adjustments where necessary and give it a fair chance. If you&#39;ve had time to get used to the curriculum and your family is still miserable, start looking for a replacement. Some curriculum publishers offer a money back guarantee. </div><div>&#19968;&#26086;&#20320;&#36873;&#25321;&#24182;&#36141;&#20080;&#20102;&#19968;&#31181;&#35838;&#31243;&#65292;&#20320;&#19981;&#21487;&#36991;&#20813;&#30340;&#20250;&#21548;&#21040;&#20960;&#27454;&#26032;&#30340;&#26356;&#22909;&#30340;&#20135;&#21697;&#65292;&#37117;&#20540;&#24471;&#20320;&#21435;&#36141;&#20080;&#12290;&#25552;&#37266;&#20320;&#33258;&#24049;&#65292;&#20320;&#36873;&#25321;&#19968;&#31181;&#26041;&#26696;&#24635;&#26159;&#26377;&#21407;&#22240;&#30340;&#12290;&#20351;&#29992;&#36825;&#22871;&#26041;&#26696;&#65292;&#22312;&#24517;&#35201;&#26102;&#20316;&#20986;&#35843;&#25972;&#65292;&#32473;&#23427;&#19968;&#20010;&#20844;&#24179;&#30340;&#26426;&#20250;&#12290;&#22914;&#26524;&#20320;&#33457;&#26102;&#38388;&#36866;&#24212;&#36825;&#22871;&#35838;&#31243;&#20043;&#21518;&#20320;&#30340;&#23478;&#24237;&#20173;&#28982;&#19981;&#24841;&#24555;&#65292;&#21487;&#20197;&#21435;&#23547;&#25214;&#19968;&#27454;&#26367;&#20195;&#21697;&#12290;&#26576;&#20123;&#35838;&#31243;&#20986;&#29256;&#21830;&#25552;&#20379;&#36864;&#27454;&#20445;&#35777;&#12290;</div><div><a class="vt-p" href="http://knol.google.com/k/-/-/232p4eed9p5ya/mheesp/affordable-homeschooling.jpg"><img src="http://knol.google.com/k/-/-/232p4eed9p5ya/mheesp/affordable-homeschooling.jpg" style="float:left;height:209.753px;margin-left:0px;margin-right:1em;width:140px"></a></div><h2> Affordable Homeschool Curriculum</h2><h2>&#36127;&#25285;&#24471;&#36215;&#30340;&#23478;&#24237;&#23398;&#26657;&#35838;&#31243;</h2><div>Parents can successfully educate their children without purchasing an expensive curriculum. Homeschoolers who are resourceful can take advantage of the following ways to lower their homeschooling costs:</div><div>&#23478;&#38271;&#19981;&#38656;&#35201;&#36141;&#20080;&#26114;&#36149;&#35838;&#31243;&#23601;&#21487;&#20197;&#25104;&#21151;&#25945;&#32946;&#20182;&#20204;&#30340;&#23401;&#23376;&#12290;&#26234;&#24935;&#30340;&#23478;&#24237;&#25945;&#23398;&#32773;&#21487;&#20197;&#21033;&#29992;&#20197;&#19979;&#26041;&#27861;&#38477;&#20302;&#23478;&#24237;&#25945;&#23398;&#24320;&#25903;&#65306;</div><h4>Local Library</h4><h4>&#26412;&#22320;&#22270;&#20070;&#39302;</h4><div>Purchase an instructor&#39;s guide for your favorite literature based curriculum, and borrow the books from your local library. If your library doesn&#39;t carry all the books you need, request them through interlibrary loan or ask your librarian to purchase them.</div>&#20026;&#20320;&#21916;&#27426;&#30340;&#25991;&#23398;&#35838;&#31243;&#36141;&#20080;&#19968;&#20221;&#25945;&#24072;&#25351;&#23548;&#29992;&#20070;&#65292;&#20174;&#24403;&#22320;&#22270;&#20070;&#39302;&#20511;&#20986;&#36825;&#20123;&#20070;&#31821;&#12290;&#22914;&#26524;&#20320;&#30340;&#22270;&#20070;&#39302;&#27809;&#26377;&#20320;&#38656;&#35201;&#30340;&#25152;&#26377;&#20070;&#31821;&#65292;&#35831;&#27714;&#20182;&#20204;&#36890;&#36807;&#39302;&#38469;&#20114;&#20511;&#65292;&#25110;&#32773;&#35201;&#27714;&#22270;&#20070;&#31649;&#29702;&#21592;&#36141;&#20080;&#12290;<br><br><div>The library is also a also a great source of free homeschooling activities. Many libraries offer chess clubs, story times, movie nights, writers&#39; groups, book clubs, and research and computer classes.</div>&#22270;&#20070;&#39302;&#20063;&#26159;&#20813;&#36153;&#23478;&#24237;&#25945;&#23398;&#27963;&#21160;&#30340;&#37325;&#35201;&#26469;&#28304;&#12290;&#35768;&#22810;&#22270;&#20070;&#39302;&#25552;&#20379;&#35937;&#26827;&#20465;&#20048;&#37096;&#12289;&#25925;&#20107;&#26102;&#38388;&#12289;&#30005;&#24433;&#20043;&#22812;&#12289;&#20316;&#23478;&#22242;&#20307;&#12289;&#22270;&#20070;&#20465;&#20048;&#37096;&#12289;&#30740;&#31350;&#19982;&#35745;&#31639;&#26426;&#29677;&#12290;<br><h4>Discount Homeschool Books</h4><h4>&#25171;&#25240;&#30340;&#23478;&#24237;&#25945;&#23398;&#20070;&#31821;</h4><div>Rainbow Resource, Christian Book Distributors and Homeschool Library Builder are online merchants who offer homeschool products at a discount. Barnes and Noble, Books a Million, and Borders bookstores offer educator&#39;s discounts to homeschoolers.</div><div>Rainbow Resource&#12289; Christian Book Distributors&#12289; Homeschool Library Builder &#37117;&#26159;&#25171;&#25240;&#25552;&#20379;&#23478;&#24237;&#25945;&#23398;&#20135;&#21697;&#30340;&#22312;&#32447;&#21830;&#23478;&#12290;Barnes and Noble&#12289; Books a Million&#12289; Borders &#20070;&#24215;&#20026;&#23478;&#24237;&#25945;&#23398;&#32773;&#25552;&#20379;&#25945;&#32946;&#32773;&#25240;&#25187;&#12290;</div><h4>Used Homeschool Books</h4><h4>&#20108;&#25163;&#23478;&#24237;&#25945;&#23398;&#20070;&#31821;</h4><div>You can often find used materials from popular publishers for 50-80% of retail price. Half Price Books usually has good deals on used homeschool books in their children&#39;s and educator&#39;s sections. Homeschool Classifieds, Homeschooler&#39;s Curriculum Swap and This Little Piggy Stays Home are great places to purchase used books online.</div>&#20320;&#24120;&#24120;&#21487;&#20197;&#20174;&#27969;&#34892;&#20986;&#29256;&#21830;&#37027;&#37324;&#25214;&#21040;&#21482;&#35201;&#38646;&#21806;&#20215;&#20116;&#25104;&#21040;&#20843;&#25104;&#30340;&#20108;&#25163;&#36164;&#26009;&#12290;Half Price Books &#22312;&#20799;&#31461;&#21306;&#21644;&#25945;&#32946;&#32773;&#21306;&#24120;&#24120;&#26377;&#20108;&#25163;&#23478;&#24237;&#25945;&#23398;&#20070;&#31821;&#28909;&#21334;&#12290;Homeschool Classifieds&#12289; Homeschooler&#39;s Curriculum Swap&#12289; This Little Piggy Stays Home &#37117;&#26159;&#22312;&#32447;&#36141;&#20080;&#20108;&#25163;&#22270;&#20070;&#30340;&#22909;&#22320;&#26041;&#12290;<br><h4>Free Resources</h4><h4>&#20813;&#36153;&#36164;&#28304;</h4><div>The internet is a treasure trove of free homeschooling resources. You can find free educational games, lesson plans, worksheets, books, unit studies and audio books online. An Old Fashioned Education, Ambleside Online, Letter of the Week and Homeschool Share all offer free homeschooling programs online. Here are some other sources of <a class="vt-p" href="http://www.successful-homeschooling.com/free-homeschooling-curriculum.html">free homeschooling curriculum</a> and <a class="vt-p" href="http://www.successful-homeschooling.com/free-homeschooling-resources.html">free homeschooling resources</a>.</div>&#20114;&#32852;&#32593;&#26159;&#19968;&#20010;&#20813;&#36153;&#23478;&#24237;&#25945;&#23398;&#36164;&#28304;&#23453;&#24211;&#12290;&#20320;&#21487;&#20197;&#22312;&#32593;&#19978;&#25214;&#21040;&#20813;&#36153;&#30340;&#25945;&#32946;&#28216;&#25103;&#12289;&#35838;&#31243;&#35745;&#21010;&#12289;&#24037;&#20316;&#34920;&#12289;&#20070;&#31821;&#12289;&#21333;&#20803;&#30740;&#31350;&#21644;&#38899;&#39057;&#20070;&#31821;&#12290;An Old Fashioned Education, Ambleside Online, Letter of the Week and Homeschool Share &#37117;&#22312;&#32447;&#25552;&#20379;&#20813;&#36153;&#23478;&#24237;&#25945;&#23398;&#26041;&#26696;&#12290;&#36825;&#37324;&#36824;&#26377;&#20854;&#20182;&#19968;&#20123;&#36164;&#28304;&#65292;&#21253;&#25324;&#20813;&#36153;&#23478;&#24237;&#25945;&#23398;&#35838;&#31243;&#21644;&#20813;&#36153;&#23478;&#24237;&#25945;&#23398;&#36164;&#28304;&#12290;<br><h4>Homeschool Discounts</h4><h4>&#23478;&#24237;&#25945;&#23398;&#25240;&#25187;</h4><div>Many merchants extend their teacher&#39;s discount programs to home educators. You can find homeschool discounts at Academic Superstore, Apple Computers, Dell Computers, Fedex Kinko&#39;s, Half Price Books, Hancock Fabrics, Joann Fabric and Craft Stores, Lakeshore Learning, Microsoft, Office Depot, Office Max and Staples.</div><div>&#35768;&#22810;&#21830;&#23478;&#23558;&#20854;&#25945;&#24072;&#25240;&#25187;&#25193;&#23637;&#21040;&#23478;&#24237;&#25945;&#32946;&#32773;&#12290;&#20320;&#21487;&#20197;&#22312; Academic Superstore, Apple Computers, Dell Computers, Fedex Kinko&#39;s, Half Price Books, Hancock Fabrics, Joann Fabric and Craft Stores, Lakeshore Learning, Microsoft, Office Depot, Office Max and Staples&#25214;&#21040;&#23478;&#24237;&#25945;&#23398;&#25240;&#25187;&#12290;</div><br><div>Some stores will require you to present a teacher&#39;s ID card in order to receive educator&#39;s discount. You can create a card on your home computer, or print one for free from the Homeschool Buyers Coop.</div>&#26377;&#20123;&#21830;&#24215;&#20250;&#35201;&#27714;&#20320;&#20986;&#31034;&#25945;&#24072;&#35777;&#65292;&#25165;&#20026;&#20320;&#25552;&#20379;&#25945;&#24072;&#25240;&#25187;&#12290;&#20320;&#21487;&#20197;&#22312;&#23478;&#37324;&#35745;&#31639;&#26426;&#19978;&#21046;&#20316;&#19968;&#20221;&#65292;&#25110;&#32773;&#20174; Homeschool Buyers Coop &#20813;&#36153;&#25171;&#21360;&#19968;&#20221;&#12290;<br><h4>Sell Used Curriculum</h4><h4>&#20986;&#21806;&#20108;&#25163;&#35838;&#31243;</h4><div>Selling used curriculum is a great way to obtain money for homeschool resources and supplies. Keep your materials in good condition by having your child write on a seperate sheet of paper or covering sheets with page protectors and using dry erase markers. If you have access to an inexpensive copier, you can make copies of materials for your children if permitted by the publisher.</div>&#20986;&#21806;&#20108;&#25163;&#35838;&#31243;&#26159;&#20026;&#23478;&#24237;&#25945;&#23398;&#36164;&#28304;&#21644;&#29992;&#21697;&#33719;&#21462;&#37329;&#38065;&#30340;&#26497;&#22909;&#26041;&#24335;&#12290;&#20445;&#25345;&#26448;&#26009;&#29366;&#24577;&#33391;&#22909;&#65292;&#35753;&#20320;&#23401;&#23376;&#20889;&#22312;&#20854;&#20182;&#32440;&#19978;&#65292;&#25110;&#32773;&#35206;&#30422;&#19968;&#23618;&#32440;&#20445;&#25252;&#30528;&#65292;&#29992;&#24178;&#30340;&#21487;&#25830;&#20889;&#35760;&#21495;&#31508;&#28034;&#20889;&#12290;&#22914;&#26524;&#20320;&#33021;&#20351;&#29992;&#24265;&#20215;&#22797;&#21360;&#26426;&#65292;&#20320;&#21487;&#20197;&#20026;&#20320;&#23401;&#23376;&#22797;&#21360;&#26448;&#26009;&#65292;&#21482;&#35201;&#20986;&#29256;&#21830;&#20801;&#35768;&#30340;&#35805;&#12290;<br><br><div>If you are patient and persistent when locating, evaluating and purchasing materials for your home school, you will find the best homeschooling program for your child!</div>&#22914;&#26524;&#20320;&#22312;&#20026;&#23478;&#24237;&#23398;&#26657;&#30830;&#23450;&#12289;&#35780;&#20272;&#21644;&#36141;&#20080;&#26448;&#26009;&#26102;&#26377;&#36275;&#22815;&#30340;&#32784;&#24515;&#21644;&#25345;&#20037;&#21147;&#65292;&#20320;&#23601;&#33021;&#25214;&#21040;&#26368;&#36866;&#21512;&#20320;&#23401;&#23376;&#30340;&#23478;&#24237;&#25945;&#23398;&#26041;&#26696;&#12290;<br><h2>Resources for Further Study</h2><h2>&#28145;&#20837;&#30740;&#31350;</h2><div><i>A Charlotte Mason Education</i> by Catherine Levison</div><div><i>A Thomas Jefferson Education</i> by Oliver Van DeMille</div><div><i>Discover Your Child&#39;s Learning Style</i> by Mariaemma Ms Willis and Victoria Ma Kindle Hodson</div><div><i>Educating the Wholehearted Child</i> by Clay and Sally Clarkson</div><div><i>For the Children&rsquo;s Sake</i> by Susan Schaeffer Macaulay</div><div><i>Teaching Montessori in the Home: The Pre-School Years</i> by Elizabeth Hainstock</div><div><i>Teaching Montessori in the Home: The School Years</i> by Elizabeth Hainstock</div><div><i>Teaching the Trivium</i> by Harvey and Laurie Bluedorn </div><div><i>The Way They Learn</i> by Cyhthia Ulrich Tobias <div><i>The Well-Trained Mind</i> by Jessie Wise and Susan Wise Bauer</div></div><h2>Sources</h2><h2>&#26469;&#28304;</h2><div><a class="vt-p" href="http://www.successful-homeschooling.com/homeschooling-methods.html">Homeschooling Methods</a> &ndash; Detailed descriptions of each one of the most popular homeschooling methods, along with curriculum suggestions and references to sources of more information.</div>&#35814;&#32454;&#25551;&#36848;&#21508;&#31181;&#27969;&#34892;&#23478;&#24237;&#25945;&#23398;&#26041;&#27861;&#65292;&#26469;&#28304;&#38500;&#20102;&#35838;&#31243;&#35780;&#20215;&#21644;&#21442;&#32771;&#36824;&#26377;&#26356;&#22810;&#20449;&#24687;&#12290;<br><br><div><a class="vt-p" href="http://www.successful-homeschooling.com/affordable-homeschooling.html">Affordable Homeschooling</a> &ndash; Tips for buying and selling homeschool curriculum, finding discount homeschool books, using free homeschooling resources and other ways to lower your homeschooling cost.</div>&#20869;&#21547;&#21508;&#31181;&#25216;&#24039;&#25552;&#31034;&#65292;&#21253;&#25324;&#36141;&#20080;&#12289;&#20986;&#21806;&#23478;&#24237;&#25945;&#23398;&#35838;&#31243;&#65292;&#23547;&#25214;&#25171;&#25240;&#23478;&#24237;&#25945;&#23398;&#20070;&#31821;&#12289;&#20351;&#29992;&#20813;&#36153;&#23478;&#24237;&#25945;&#23398;&#36164;&#28304;&#20197;&#21450;&#20854;&#20182;&#38477;&#20302;&#23478;&#24237;&#25945;&#23398;&#24320;&#25903;&#30340;&#26041;&#27861;&#12290;<br><br><a class="vt-p" href="http://knol.google.com/k/homeschool-curriculum#view">http://knol.google.com/k/homeschool-curriculum#view</a><br><br>Orcahttp://www.blogger.com/profile/03415884987803612593noreply@blogger.com0tag:blogger.com,1999:blog-9033329630711909277.post-12941961494219713852010-10-12T23:20:00.001+08:002010-10-18T23:32:30.757+08:00翻译《家庭学校》<h1>Homeschool</h1><h1>&#23478;&#24237;&#23398;&#26657;</h1><h2>Everything You Need to Know about Homeschooling!</h2><h2>&#20851;&#20110;&#23478;&#24237;&#25945;&#23398;&#20320;&#38656;&#35201;&#30693;&#36947;&#30340;&#21508;&#31181;&#20107;&#24773;&#65281;</h2><p>The homeschool movement is growing in popularity worldwide. This knol contains homeschooling facts, including homeschooling statistics, advantages, disadvantages, laws, methods, curriculum, support, and more.</p><p>&#23478;&#24237;&#25945;&#23398;&#36816;&#21160;&#26085;&#30410;&#26222;&#21450;&#20840;&#29699;&#12290;&#26412;&#26465;&#35895;&#27468;&#31185;&#35834;&#21253;&#21547;&#26377;&#23478;&#24237;&#25945;&#23398;&#30340;&#21508;&#31181;&#20107;&#23454;&#65292;&#21253;&#25324;&#23478;&#24237;&#25945;&#23398;&#32479;&#35745;&#25968;&#25454;&#12289;&#20248;&#28857;&#12289;&#32570;&#28857;&#12289;&#27861;&#24459;&#12289;&#26041;&#27861;&#12289;&#35838;&#31243;&#35774;&#32622;&#12289;&#30456;&#20851;&#25903;&#25345;&#65292;&#20197;&#21450;&#20854;&#20182;&#12290;</p><h3>Contents</h3><h3>&#30446;&#24405;</h3><ul><li>What is Homeschooling?</li><li>&#20160;&#20040;&#26159;&#23478;&#24237;&#25945;&#23398;&#65311;</li><li>The History of Homeschooling</li><li>&#23478;&#24237;&#25945;&#23398;&#30340;&#21382;&#21490;</li><li>Pros and Cons of Homeschooling</li><li>&#23478;&#24237;&#25945;&#23398;&#30340;&#20248;&#32570;&#28857;</li><li>Homeschooling Statistics</li><li>&#23478;&#24237;&#25945;&#23398;&#30340;&#32479;&#35745;&#25968;&#25454;<br></li><li>Homeschooling Laws</li><li>&#23478;&#24237;&#25945;&#23398;&#30340;&#27861;&#24459;<br></li><li>Homeschool Curriculum</li><li>&#23478;&#24237;&#23398;&#26657;&#30340;&#35838;&#31243;&#35774;&#32622;<br></li><li>Cost of Homeschooling</li><li>&#23478;&#24237;&#25945;&#23398;&#30340;&#36153;&#29992;<br></li><li>Homeschooling Support</li><li>&#23478;&#24237;&#25945;&#23398;&#30340;&#30456;&#20851;&#25903;&#25345;<br></li><li>Resources for Further Study</li><li>&#28145;&#20837;&#30740;&#31350;&#30340;&#30456;&#20851;&#36164;&#28304;</li><li>Sources</li><li>&#26469;&#28304;</li></ul><hr><a class="vt-p" href="http://www.newyorkerstore.com/product_details.asp?sid=121876&amp;utm_source=Google&amp;utm_medium=Knol&amp;utm_campaign=Add%2BA%2BCartoon&amp;affiliate=googleknol"><img src="http://www.gstatic.com/knol/static/images/cartoons/121876-61629.jpg" style="float:right;height:306.5px;margin-left:1em;margin-right:0px;width:360px"></a> What is Homeschooling? <div>&#20160;&#20040;&#26159;&#23478;&#24237;&#25945;&#23398;&#65311;</div><br><p>Homeschooling is simply educating one&rsquo;s children at home instead of sending them to public or private institutions. Homeschooled children are often taught by their parents, although they can also receive lessons from tutors and teachers outside of the home. Some states even allow children to be taught by friends and extended family members.</p><p>&#23478;&#24237;&#25945;&#23398;&#26159;&#25351;&#22312;&#23478;&#25945;&#32946;&#26576;&#20154;&#30340;&#23401;&#23376;&#65292;&#32780;&#19981;&#26159;&#25226;&#23401;&#23376;&#36865;&#21040;&#20844;&#31435;&#31169;&#31435;&#25945;&#32946;&#26426;&#26500;&#12290;&#25509;&#21463;&#23478;&#24237;&#25945;&#23398;&#30340;&#23401;&#23376;&#24448;&#24448;&#26159;&#30001;&#20854;&#23478;&#38271;&#26045;&#25945;&#65292;&#24403;&#28982;&#20182;&#20204;&#20063;&#33021;&#25509;&#21463;&#26469;&#33258;&#23478;&#24237;&#25945;&#24072;&#21644;&#23478;&#24237;&#20043;&#22806;&#30340;&#25945;&#24072;&#30340;&#25945;&#23548;&#12290;&#19968;&#20123;&#24030;&#29978;&#33267;&#20801;&#35768;&#23401;&#23376;&#25509;&#21463;&#26379;&#21451;&#21644;&#23478;&#24237;&#20043;&#22806;&#25104;&#21592;&#30340;&#25945;&#23548;&#12290;</p><p><br></p> Although home education seems like a novel idea, homeschooling is actually the oldest form of education. When our nation was founded, children learned by assisting their parents with household duties, laboring in the family business, taking on apprenticeships, or attending religious institutions. Formal school lessons were often taught by parents, family members or paid tutors. To quote author Grace Llewellyn, <div>&#34429;&#28982;&#23478;&#24237;&#25945;&#23398;&#30475;&#36215;&#26469;&#20687;&#20010;&#26032;&#28857;&#23376;&#65292;&#20854;&#23454;&#23478;&#24237;&#25945;&#23398;&#26159;&#26368;&#21476;&#32769;&#30340;&#25945;&#32946;&#24418;&#24335;&#12290;&#24314;&#22269;&#20043;&#21021;&#65292;&#23401;&#23376;&#20204;&#30340;&#23398;&#20064;&#26041;&#24335;&#26159;&#36741;&#21161;&#23478;&#38271;&#20570;&#23478;&#21153;&#12289;&#22312;&#23478;&#26063;&#20225;&#19994;&#21171;&#20316;&#12289;&#24403;&#23398;&#24466;&#12289;&#21442;&#21152;&#23447;&#25945;&#26426;&#26500;&#12290;&#27491;&#35268;&#23398;&#26657;&#35838;&#31243;&#24448;&#24448;&#26159;&#30001;&#23478;&#38271;&#12289;&#23478;&#24237;&#25104;&#21592;&#25110;&#25910;&#36153;&#23478;&#24237;&#25945;&#24072;&#26045;&#25945;&#12290;&#24341;&#29992;&#20316;&#23478;&#21346;&#29233;&#26519;&#30340;&#35805;&#22914;&#19979;&#65292; <blockquote><i>&quot;One third of the men who signed the Declaration of Independence, the Articles of Confederation, and the Constitution of the United States had no more than a few months of schooling up their sleeves.&quot;</i><br> &ldquo;&#31614;&#32626;&#12298;&#29420;&#31435;&#23459;&#35328;&#12299;&#12289;&#12298;&#32852;&#37030;&#26465;&#20363;&#12299;&#12289;&#12298;&#32654;&#22269;&#23466;&#27861;&#12299;&#30340;&#20154;&#65292;&#26377;&#19977;&#20998;&#20043;&#19968;&#19981;&#27604;&#20182;&#20204;&#30340;&#22900;&#38582;&#22810;&#36827;&#20960;&#20010;&#26376;&#30340;&#23398;&#26657;&#12290;&rdquo;</blockquote> Among these individuals were John Adams, Benjamin Franklin and Thomas Jefferson.</div><div>&#36825;&#20123;&#20154;&#21253;&#25324;&#32422;&#32752;&middot;&#20122;&#24403;&#26031;&#12289;&#26412;&#26480;&#26126;&middot;&#23500;&#20848;&#20811;&#26519;&#12289;&#27748;&#29595;&#26031;&middot;&#26480;&#26000;&#36874;&#12290;<br><p></p><h2>The History of Homeschooling</h2><h2>&#23478;&#24237;&#25945;&#23398;&#30340;&#21382;&#21490;</h2><p>The history of homeschooling as we now know it began with the advent of compulsory attendance laws in the United States. In 1852, the state of Massachusetts enacted our country&rsquo;s first law requiring children to attend school outside of their homes, giving rise to the public school system we have today.</p><p>&#23478;&#24237;&#25945;&#23398;&#30340;&#21382;&#21490;&#65292;&#25454;&#25105;&#20204;&#29616;&#22312;&#25152;&#30693;&#65292;&#36215;&#22987;&#20110;&#32654;&#22269;&#20041;&#21153;&#25945;&#32946;&#27861;&#35268;&#30340;&#20986;&#21488;&#12290;&#19968;&#20843;&#20116;&#20108;&#24180;&#65292;&#39532;&#33832;&#35832;&#22622;&#24030;&#39041;&#24067;&#20102;&#25105;&#22269;&#31532;&#19968;&#37096;&#35201;&#27714;&#20799;&#31461;&#21442;&#21152;&#23478;&#24237;&#20043;&#22806;&#25945;&#32946;&#30340;&#27861;&#24459;&#65292;&#20174;&#32780;&#20135;&#29983;&#20102;&#25105;&#20204;&#20170;&#22825;&#30340;&#20844;&#31435;&#25945;&#32946;&#20307;&#31995;&#12290;</p><p><br></p><p>During the late 1960&rsquo;s, many parents became disenchanted with the government-mandated schooling. They believed home was a more natural environment for learning, and resented the amount of time school took children away from home and family life. The modern homeschool movement grew from these seeds of discontent.</p><p>&#22312;&#19968;&#20061;&#20845;&#12295;&#24180;&#20195;&#65292;&#35768;&#22810;&#23478;&#38271;&#23545;&#20844;&#21150;&#25945;&#32946;&#19981;&#20877;&#25265;&#26377;&#24187;&#24819;&#12290;&#20182;&#20204;&#30456;&#20449;&#23478;&#24237;&#26159;&#26356;&#20026;&#33258;&#28982;&#30340;&#23398;&#20064;&#29615;&#22659;&#65292;&#23545;&#23398;&#26657;&#20351;&#24471;&#23401;&#23376;&#38271;&#26102;&#38388;&#36828;&#31163;&#23478;&#24237;&#20197;&#21450;&#23478;&#24237;&#29983;&#27963;&#34920;&#31034;&#24868;&#24594;&#12290;&#29616;&#20195;&#30340;&#23478;&#24237;&#25945;&#23398;&#36816;&#21160;&#27491;&#26159;&#20174;&#36825;&#20123;&#19981;&#28385;&#30340;&#31181;&#23376;&#20013;&#25104;&#38271;&#36215;&#26469;&#30340;&#12290;</p><p><br></p> Among homeschooling&rsquo;s champions were educators Raymond and Dorothy Moore who conducted research on the negative effects of formal school at an early age, and educator John Holt who started a movement known as unschooling. The movement began to grow in the late 1980&rsquo;s when many Christians chose to home educate their children due to the increasing cost and diminishing availability of Christian schools. Although homeschoolers have a reputation for being Christian fundamentalists, the homeschool community includes families of all religious beliefs.</div> &#23478;&#24237;&#25945;&#23398;&#25317;&#25252;&#32773;&#65292;&#25945;&#32946;&#32773;&#38647;&#33945;&#21644;&#38518;&#20048;&#24076;&#65292;&#24320;&#23637;&#20102;&#27491;&#35268;&#23398;&#26657;&#25945;&#32946;&#23545;&#24188;&#20799;&#30340;&#36127;&#38754;&#24433;&#21709;&#30740;&#31350;&#65292;&#25945;&#32946;&#23478;&#38669;&#24378;&#23637;&#24320;&#20102;&#38750;&#23398;&#26657;&#25945;&#32946;&#36816;&#21160;&#12290;&#35813;&#36816;&#21160;&#22312;&#19968;&#20061;&#20843;&#12295;&#24180;&#20195;&#21518;&#26399;&#24320;&#22987;&#22686;&#38271;&#65292;&#22240;&#20026;&#24320;&#25903;&#22686;&#21152;&#12289;&#25945;&#20250;&#23398;&#26657;&#20943;&#23569;&#65292;&#24403;&#26102;&#35768;&#22810;&#22522;&#30563;&#24466;&#36873;&#25321;&#22312;&#23478;&#25945;&#32946;&#23376;&#22899;&#12290;&#34429;&#28982;&#23478;&#24237;&#25945;&#23398;&#32773;&#34987;&#35748;&#20026;&#26159;&#27491;&#32479;&#22522;&#30563;&#24466;&#65292;&#20294;&#26159;&#23478;&#24237;&#25945;&#23398;&#31038;&#21306;&#21253;&#21547;&#20102;&#21508;&#31181;&#23447;&#25945;&#20449;&#20208;&#30340;&#23478;&#24237;&#12290;<br><h2><a class="vt-p" href="http://knol.google.com/k/-/-/232p4eed9p5ya/bu9o73/homeschooling-methods.jpg"><img src="http://knol.google.com/k/-/-/232p4eed9p5ya/bu9o73/homeschooling-methods.jpg" style="float:left;height:209.753px;margin-left:0px;margin-right:1em;width:140px"></a>Pros and Cons of Homeschooling</h2><h2>&#23478;&#24237;&#25945;&#23398;&#30340;&#20248;&#32570;&#28857;</h2><h3>Benefits of Homeschooling</h3><h3>&#23478;&#24237;&#25945;&#23398;&#30340;&#20248;&#28857;</h3> Unlike traditional public schools, homeschooling creates a one-on-one, tutorial environment that allows parents to choose what and how to teach their children. Students can move at their own pace using a curriculum that caters to their learning styles. This is one of the main benefits of homeschooling gifted and special needs students. Home education promotes balance between academic and life skills development. Students spend the majority of their time in a cooperative, multi-age, real world environment where they are free from the physical and verbal assault that often take place in public schools. Because homeschool schedules are so efficient, students have more free time to pursue their own interests and hobbies. Homeschooling also provides parents with more time to spend bonding with and passing their values on to their children. Homeschoolers are creative, self-motivated and independent. Studies show they tend to have a deeper commitment to community service and activism.<a class="vt-p" href="http://knol.google.com/k/anonymous/homeschool/232p4eed9p5ya/2#references">[1]</a><br> &#19981;&#21516;&#20110;&#20256;&#32479;&#20844;&#31435;&#23398;&#26657;&#65292;&#23478;&#24237;&#25945;&#23398;&#21019;&#36896;&#20102;&#19968;&#23545;&#19968;&#30340;&#36741;&#23548;&#29615;&#22659;&#65292;&#36825;&#20351;&#24471;&#23478;&#38271;&#21487;&#20197;&#36873;&#25321;&#25945;&#25480;&#20160;&#20040;&#20197;&#21450;&#22914;&#20309;&#25945;&#25480;&#33258;&#24049;&#23401;&#23376;&#12290;&#23398;&#29983;&#21487;&#20197;&#25353;&#29031;&#33258;&#24049;&#30340;&#27493;&#20240;&#21069;&#36827;&#65292;&#20351;&#29992;&#36866;&#21512;&#33258;&#24049;&#23398;&#20064;&#39118;&#26684;&#30340;&#35838;&#31243;&#12290;&#36825;&#26159;&#26377;&#22825;&#36171;&#21644;&#26377;&#29305;&#27530;&#38656;&#35201;&#30340;&#23398;&#29983;&#36827;&#34892;&#23478;&#24237;&#25945;&#23398;&#30340;&#20027;&#35201;&#20248;&#28857;&#20043;&#19968;&#12290;&#23478;&#24237;&#25945;&#32946;&#20419;&#36827;&#20102;&#23398;&#26415;&#25216;&#33021;&#21644;&#29983;&#27963;&#25216;&#33021;&#30340;&#24179;&#34913;&#21457;&#23637;&#12290;&#23398;&#29983;&#25226;&#22823;&#37096;&#20998;&#26102;&#38388;&#29992;&#22312;&#21327;&#20316;&#30340;&#12289;&#24180;&#40836;&#22810;&#20803;&#21270;&#30340;&#30495;&#23454;&#29615;&#22659;&#20013;&#65292;&#22312;&#36825;&#37324;&#65292;&#20182;&#20204;&#21487;&#20197;&#25670;&#33073;&#24120;&#24120;&#21457;&#29983;&#22312;&#20844;&#31435;&#23398;&#26657;&#37324;&#30340;&#36523;&#20307;&#21644;&#35821;&#35328;&#25915;&#20987;&#12290;&#22240;&#20026;&#23478;&#24237;&#23398;&#26657;&#30340;&#26102;&#38388;&#23433;&#25490;&#38750;&#24120;&#26377;&#25928;&#65292;&#23398;&#29983;&#26377;&#26356;&#22810;&#38386;&#26247;&#21435;&#36861;&#27714;&#33258;&#24049;&#30340;&#20852;&#36259;&#21644;&#29233;&#22909;&#12290;&#23478;&#24237;&#25945;&#23398;&#20063;&#20026;&#23478;&#38271;&#25552;&#20379;&#26356;&#22810;&#26102;&#38388;&#19982;&#23401;&#23376;&#30456;&#22788;&#65292;&#21521;&#23401;&#23376;&#20256;&#36882;&#20215;&#20540;&#35266;&#12290;&#23478;&#24237;&#25945;&#23398;&#32773;&#20855;&#26377;&#21019;&#36896;&#24615;&#12289;&#33258;&#25105;&#28608;&#21169;&#12289;&#29420;&#31435;&#24615;&#12290;&#30740;&#31350;&#34920;&#26126;&#20182;&#20204;&#24448;&#24448;&#26377;&#26356;&#22823;&#30340;&#24515;&#21147;&#25237;&#20837;&#21040;&#31038;&#20250;&#26381;&#21153;&#19982;&#34892;&#21160;&#24403;&#20013;&#12290;<br><h3>Disadvantages of Homeschooling</h3><h3>&#23478;&#24237;&#25945;&#23398;&#30340;&#24330;&#31471;</h3> Home educators take on full responsibility for their children&#39;s education. As such, they cannot blame others for their child&#39;s success or failure. Parents who feel incapable of teaching all subjects to their children purchase teacher&#39;s guides and video programs for assistance. In addition, children who know how to read, and have access to books and computers can learn anything they need to know. Parents&#39; lack of free time and independence is among other disadvantages of homeschooling. Homeschoolers must seek out sports programs, art courses, music lessons and other activities that are readily available in public school. They must also carefully monitor their children&#39;s progress to make sure illness, unexpected crises or other life situations don&#39;t steer them off track. These homeschool disadvantages can be managed with good organization and scheduling techniques. <div>&#23478;&#24237;&#25945;&#23398;&#32773;&#35201;&#23545;&#23401;&#23376;&#30340;&#25945;&#32946;&#36127;&#20840;&#37096;&#36131;&#20219;&#12290;&#22240;&#27492;&#65292;&#20182;&#20204;&#19981;&#33021;&#25226;&#20182;&#20204;&#23401;&#23376;&#30340;&#25104;&#21151;&#25110;&#22833;&#36133;&#24402;&#21646;&#20110;&#21035;&#20154;&#12290;&#23478;&#38271;&#22914;&#26524;&#35273;&#24471;&#26080;&#27861;&#25945;&#25480;&#25152;&#20840;&#37096;&#35838;&#31243;&#65292;&#21487;&#20197;&#36141;&#20080;&#25945;&#24072;&#30340;&#25351;&#21335;&#21644;&#35270;&#39057;&#33410;&#30446;&#65292;&#20316;&#20026;&#36741;&#21161;&#26448;&#26009;&#12290;&#21478;&#22806;&#65292;&#23401;&#23376;&#22914;&#26524;&#30693;&#36947;&#22914;&#20309;&#38405;&#35835;&#65292;&#21487;&#20197;&#25509;&#35302;&#20070;&#31821;&#21644;&#35745;&#31639;&#26426;&#65292;&#23601;&#21487;&#20197;&#23398;&#20064;&#20219;&#20309;&#20182;&#20204;&#38656;&#35201;&#30693;&#36947;&#30340;&#19996;&#35199;&#12290;&#23478;&#38271;&#32570;&#23569;&#31354;&#38386;&#26102;&#38388;&#21644;&#29420;&#31435;&#24615;&#26159;&#23478;&#24237;&#25945;&#23398;&#30340;&#32570;&#28857;&#20043;&#19968;&#12290;&#23478;&#24237;&#25945;&#23398;&#32773;&#24517;&#39035;&#23547;&#27714;&#20307;&#32946;&#27963;&#21160;&#12289;&#33402;&#26415;&#35838;&#31243;&#12289;&#38899;&#20048;&#35838;&#31243;&#21450;&#20854;&#23427;&#22312;&#20844;&#31435;&#23398;&#26657;&#24456;&#23481;&#26131;&#33719;&#24471;&#30340;&#21508;&#31181;&#27963;&#21160;&#12290;&#20182;&#20204;&#36824;&#24517;&#39035;&#20180;&#32454;&#30417;&#25511;&#23401;&#23376;&#30340;&#36827;&#24230;&#65292;&#20197;&#30830;&#20445;&#30142;&#30149;&#12289;&#31361;&#21457;&#21361;&#26426;&#21644;&#20854;&#20182;&#26085;&#24120;&#24773;&#20917;&#19981;&#20250;&#20351;&#23401;&#23376;&#20559;&#31163;&#36712;&#36947;&#12290;&#36825;&#20123;&#23478;&#24237;&#25945;&#23398;&#30340;&#24330;&#31471;&#21487;&#20197;&#36890;&#36807;&#33391;&#22909;&#30340;&#32452;&#32455;&#35268;&#21010;&#25216;&#26415;&#31649;&#29702;&#36215;&#26469;&#12290;<br><h3>Homeschooling and Socialization</h3><h3>&#23478;&#24237;&#25945;&#23398;&#19982;&#31038;&#20250;&#21270;</h3> Homeschool critics cite homeschooling and socialization as their main concern. However, contrary to popular belief, most homeschoolers receive more than enough social interaction. In addition to accompanying their parents on daily errands like doctor&#39;s appointments and trips to the bank, homeschoolers are socialized through participation in homeschool support groups, dance, music, karate, sports, and other activities. Instead of sitting in a classroom for six to eight hours per day, homeschoolers are in a real world environment that allows them to interact with others in the community. Unlike their public school peers, home school students have daily interaction with those of different age ranges and socioeconomic levels. In public schools, children spend most of their time with others who are from their same age group and social background. Homeschooled students also receive a high volume of positive social interaction. They tend to adopt positive character traits that are modeled by the adults around them. Because they are not exposed to bullying and negative peer pressure at young ages, home-educated children are able to maintain a positive self-concept and develop a strong sense of independence that will carry them through any difficulties they may encounter in later years.</div><div>&#23478;&#24237;&#25945;&#23398;&#25209;&#35780;&#32773;&#25226;&#23478;&#24237;&#25945;&#23398;&#19982;&#31038;&#20250;&#21270;&#20316;&#20026;&#20182;&#20204;&#20851;&#24515;&#30340;&#37325;&#28857;&#12290;&#28982;&#32780;&#65292;&#19982;&#22823;&#23478;&#26222;&#36941;&#35748;&#35782;&#30340;&#30456;&#21453;&#65292;&#22823;&#22810;&#25968;&#23478;&#24237;&#25945;&#23398;&#32773;&#33021;&#22815;&#24471;&#21040;&#36275;&#22815;&#22810;&#30340;&#31038;&#20250;&#20114;&#21160;&#12290;&#38500;&#20102;&#38506;&#21516;&#23478;&#38271;&#27599;&#26085;&#22868;&#27874;&#65292;&#22914;&#30475;&#21307;&#29983;&#12289;&#21435;&#38134;&#34892;&#65292;&#23478;&#24237;&#25945;&#23398;&#32773;&#36824;&#36890;&#36807;&#21442;&#21152;&#23478;&#24237;&#23398;&#26657;&#25903;&#25588;&#23567;&#32452;&#12289;&#33310;&#36424;&#12289;&#38899;&#20048;&#12289;&#31354;&#25163;&#36947;&#12289;&#20307;&#32946;&#36816;&#21160;&#20197;&#21450;&#20854;&#20182;&#27963;&#21160;&#65292;&#36827;&#34892;&#31038;&#20132;&#12290;&#23478;&#24237;&#25945;&#23398;&#32773;&#19981;&#26159;&#27599;&#22825;&#22352;&#22312;&#25945;&#23460;&#37324;&#38271;&#36798;&#20845;&#21040;&#20843;&#20010;&#23567;&#26102;&#65292;&#32780;&#26159;&#22312;&#30495;&#23454;&#30340;&#19990;&#30028;&#29615;&#22659;&#20013;&#65292;&#36825;&#35753;&#20182;&#20204;&#19982;&#31038;&#21306;&#20854;&#20182;&#20154;&#36827;&#34892;&#20114;&#21160;&#12290;&#19981;&#20687;&#20182;&#20204;&#22312;&#20844;&#31435;&#23398;&#26657;&#30340;&#21516;&#40836;&#20154;&#65292;&#23478;&#24237;&#23398;&#26657;&#23398;&#29983;&#27599;&#22825;&#37117;&#21487;&#20197;&#19982;&#21508;&#31181;&#24180;&#40836;&#27573;&#12289;&#21508;&#31181;&#32463;&#27982;&#27700;&#24179;&#30340;&#20154;&#21457;&#29983;&#20114;&#21160;&#12290;&#22312;&#20844;&#31435;&#23398;&#26657;&#65292;&#23401;&#23376;&#20204;&#22823;&#37096;&#20998;&#26102;&#38388;&#19982;&#21644;&#20182;&#20204;&#30456;&#21516;&#24180;&#40836;&#12289;&#30456;&#21516;&#31038;&#20250;&#32972;&#26223;&#30340;&#32676;&#20307;&#22312;&#19968;&#36215;&#12290;&#23478;&#24237;&#23398;&#26657;&#23398;&#29983;&#36824;&#24471;&#21040;&#22823;&#37327;&#31215;&#26497;&#31038;&#20132;&#27963;&#21160;&#12290;&#20182;&#20204;&#20542;&#21521;&#20110;&#37319;&#21462;&#21608;&#22260;&#25104;&#24180;&#20154;&#31034;&#33539;&#30340;&#31215;&#26497;&#30340;&#24615;&#26684;&#29305;&#24449;&#12290;&#22240;&#20026;&#20182;&#20204;&#19981;&#20250;&#22312;&#24180;&#23569;&#26102;&#21463;&#21040;&#27450;&#36127;&#21644;&#21516;&#20276;&#30340;&#36127;&#38754;&#21387;&#21147;&#65292;&#23478;&#24237;&#25945;&#32946;&#19979;&#30340;&#23401;&#23376;&#37117;&#33021;&#22815;&#20445;&#25345;&#31215;&#26497;&#30340;&#33258;&#25105;&#27010;&#24565;&#65292;&#21457;&#23637;&#20986;&#24378;&#28872;&#30340;&#29420;&#31435;&#24847;&#35782;&#65292;&#36825;&#23558;&#22312;&#20197;&#21518;&#30340;&#23681;&#26376;&#37324;&#24110;&#21161;&#20182;&#20204;&#20811;&#26381;&#21487;&#33021;&#36935;&#21040;&#30340;&#20219;&#20309;&#22256;&#38590;&#12290; <h2>Homeschooling Statistics</h2><h2>&#23478;&#24237;&#25945;&#23398;&#30340;&#32479;&#35745;&#25968;&#25454;</h2><a class="vt-p" href="http://knol.google.com/k/-/-/232p4eed9p5ya/bu9o73/homeschooling-statistics.jpg"><img src="http://knol.google.com/k/-/-/232p4eed9p5ya/bu9o73/homeschooling-statistics.jpg" style="float:left;height:206.807px;margin-left:0px;margin-right:1em;width:140px"></a> According to research conducted by Dr. Brian Ray of the National Home Education Research Institute (NHERI)<a class="vt-p" href="http://knol.google.com/k/anonymous/homeschool/232p4eed9p5ya/2#references">[2]</a>, homeschooling is growing at a rate of 5-12% annually. During the 2007-2008 school year, over 2 million U.S. children in grades K-12 were educated at home. Homeschoolers are a diverse group of families from a variety of religions, educational backgrounds, socioeconomic levels, and political affiliations. Approximately 15% of home-educated children are non-white/non-Hispanic. As a whole, homeschool students outscore their public school counterparts by 15-30 percentiles on standardized tests. Because they also tend to score above average on college entrance exams like the SAT and ACT, homeschoolers are often recruited by colleges and universities. Stellar academic performance among home educated students remains consistent across categories of race, gender and family income. Some parents are concerned their children won&#39;t enjoy homeschooling. However, according to a report published by the Homeschool Legal Defense Association (HSLDA)<a class="vt-p" href="http://knol.google.com/k/anonymous/homeschool/232p4eed9p5ya/2#references">[1]</a>, 90% of adults who were homeschooled say they are glad their parents homeschooled them, and another 80% want to educate their children at home.</div><div>&#26681;&#25454;&#20840;&#22269;&#23478;&#24237;&#25945;&#32946;&#30740;&#31350;&#25152;&#65288;NHERI&#65289;[2]&#30340;&#38647;&#22868;&#21338;&#22763;&#24102;&#39046;&#30340;&#30740;&#31350;&#65292;&#23478;&#24237;&#25945;&#23398;&#27491;&#20197;&#27599;&#24180;&#30334;&#20998;&#20043;&#20116;&#33267;&#21313;&#20108;&#30340;&#36895;&#24230;&#22686;&#38271;&#12290;&#22312;&#20108;&#12295;&#12295;&#19971;&#33267;&#20108;&#12295;&#12295;&#20843;&#23398;&#24180;&#24230;&#65292;&#26377;&#36229;&#36807;&#20004;&#30334;&#19975;&#32654;&#22269;&#20799;&#31461;&#22312;&#23478;&#25509;&#21463;&#21021;&#31561;&#25945;&#32946;&#12290;&#23478;&#24237;&#25945;&#23398;&#32676;&#20307;&#26159;&#19968;&#20010;&#23447;&#25945;&#12289;&#25945;&#32946;&#32972;&#26223;&#12289;&#31038;&#20250;&#32463;&#27982;&#27700;&#24179;&#12289;&#25919;&#27835;&#32972;&#26223;&#21508;&#19981;&#30456;&#21516;&#30340;&#22810;&#20803;&#21270;&#23478;&#24237;&#32676;&#20307;&#12290;&#22823;&#32422;&#26377;&#30334;&#20998;&#20043;&#21313;&#20116;&#30340;&#23478;&#24237;&#25945;&#23398;&#20799;&#31461;&#19981;&#26159;&#30333;&#20154;&#25110;&#35199;&#29677;&#29273;&#35028;&#12290;&#24635;&#20307;&#32780;&#35328;&#65292;&#23478;&#24237;&#23398;&#26657;&#23398;&#29983;&#22312;&#26631;&#20934;&#21270;&#32771;&#35797;&#20013;&#65292;&#24471;&#20998;&#36229;&#36807;&#20844;&#31435;&#23398;&#26657;&#23545;&#24212;&#23398;&#29983;&#21313;&#20116;&#33267;&#19977;&#21313;&#20010;&#30334;&#20998;&#28857;&#12290;&#22240;&#20026;&#20182;&#20204;&#24448;&#24448;&#22312;&#22823;&#23398;&#20837;&#23398;&#32771;&#35797;&#22914;SAT&#21644;ACT&#20013;&#24471;&#20998;&#36229;&#20986;&#24179;&#22343;&#20540;&#65292;&#23478;&#24237;&#23398;&#26657;&#23398;&#29983;&#36890;&#24120;&#34987;&#39640;&#26657;&#24405;&#21462;&#12290;&#23478;&#24237;&#25945;&#32946;&#23398;&#29983;&#30340;&#26480;&#20986;&#23398;&#26415;&#34920;&#29616;&#65292;&#22312;&#19982;&#36328;&#36234;<font style="background-color:#ff0000">&#31181;&#26063;&#12289;&#24615;&#21035;&#21644;&#23478;&#24237;&#25910;&#20837;&#30340;&#31867;&#21035;</font>&#20445;&#25345;&#19968;&#33268;&#12290;&#26576;&#20123;&#23478;&#38271;&#25285;&#24515;&#23401;&#23376;&#19981;&#33021;&#20139;&#21463;&#23478;&#24237;&#25945;&#23398;&#12290;&#28982;&#32780;&#65292;&#26681;&#25454;&#23478;&#24237;&#25945;&#23398;&#27861;&#24459;&#36777;&#25252;&#21327;&#20250;&#65288;HSLDA&#65289;[1]&#20986;&#29256;&#30340;&#25253;&#21578;&#65292;&#30334;&#20998;&#20043;&#20061;&#21313;&#25509;&#21463;&#36807;&#23478;&#24237;&#25945;&#23398;&#30340;&#25104;&#24180;&#20154;&#37117;&#35828;&#20182;&#20204;&#24456;&#39640;&#20852;&#20182;&#20204;&#30340;&#23478;&#38271;&#22312;&#23478;&#25945;&#32946;&#20182;&#20204;&#65292;&#21478;&#22806;&#26377;&#30334;&#20998;&#20043;&#20843;&#21313;&#24819;&#35201;&#22312;&#23478;&#25945;&#32946;&#33258;&#24049;&#30340;&#23401;&#23376;&#12290;</div><h2>Homeschooling Laws</h2><h2>&#23478;&#24237;&#25945;&#23398;&#30456;&#20851;&#27861;&#24459;</h2><p>Homeschooling is legal in every state in the U.S. However, homeschooling laws vary from states to state. State officials consider the following requirements when creating homeschool laws:</p><p>&#22312;&#32654;&#22269;&#21508;&#24030;&#23478;&#24237;&#25945;&#23398;&#37117;&#26159;&#21512;&#27861;&#30340;&#12290;&#28982;&#32780;&#65292;&#23478;&#24237;&#25945;&#23398;&#30456;&#20851;&#27861;&#24459;&#21508;&#24030;&#26377;&#25152;&#19981;&#21516;&#12290;&#24030;&#25919;&#24220;&#23448;&#21592;&#22312;&#24314;&#31435;&#23478;&#24237;&#25945;&#23398;&#30456;&#20851;&#27861;&#24459;&#26102;&#32771;&#34385;&#19979;&#21015;&#35201;&#27714;&#65306;</p><ul><li> Compulsory Attendance Age &ndash; the age at which a child must begin receiving formal education and the age at which he or she is no longer required to receive formal education. </li><li>&#24378;&#21046;&#20837;&#23398;&#24180;&#40836;&mdash;&mdash;&#23401;&#23376;&#24517;&#39035;&#24320;&#22987;&#25509;&#21463;&#27491;&#35268;&#25945;&#32946;&#30340;&#24180;&#40836;&#65292;&#20197;&#21450;&#19981;&#20877;&#38656;&#35201;&#25509;&#21463;&#27491;&#35268;&#25945;&#32946;&#30340;&#24180;&#40836;&#12290;</li><li> Notice &ndash; documentation that must be given to the state regarding a family&#39;s decision to teach their children at home. </li><li>&#21578;&#30693;&mdash;&mdash;&#24517;&#39035;&#25226;&#20915;&#23450;&#22312;&#23478;&#25945;&#25480;&#23401;&#23376;&#30340;&#20915;&#23450;&#20197;&#25991;&#20214;&#24418;&#24335;&#36865;&#36798;&#24030;&#25919;&#24220;&#12290;</li><li> Attendance &ndash; the specific number of days or hours a student must receive instruction. This instruction does not always have to take place via formal curriculum. </li><li>&#20986;&#21220;&mdash;&mdash;&#23398;&#29983;&#24517;&#39035;&#25509;&#21463;&#25945;&#23398;&#30340;&#20855;&#20307;&#22825;&#25968;&#21644;&#23567;&#26102;&#25968;&#12290;&#35813;&#25945;&#23398;&#24182;&#19981;&#24517;&#24635;&#26159;&#20197;&#27491;&#35268;&#35838;&#31243;&#30340;&#24418;&#24335;&#20986;&#29616;&#12290;</li><li> Subjects &ndash; the specific subject areas in which a student must receive instruction. This instruction does not always have to take place via formal curriculum. </li><li>&#31185;&#30446;&mdash;&mdash;&#23398;&#29983;&#24517;&#39035;&#25509;&#21463;&#25945;&#23398;&#30340;&#20855;&#20307;&#23398;&#31185;&#39046;&#22495;&#12290;&#35813;&#25945;&#23398;&#24182;&#19981;&#24517;&#24635;&#26159;&#20197;&#27491;&#35268;&#35838;&#31243;&#30340;&#24418;&#24335;&#20986;&#29616;&#12290;<br></li><li> Record Keeping &ndash; quarterly, semi-annual or annual records that must be kept or submitted to government officials. </li><li>&#20445;&#23384;&#35760;&#24405;&mdash;&mdash;&#24517;&#39035;&#20445;&#25345;&#26377;&#23395;&#24230;&#12289;&#21322;&#24180;&#24230;&#12289;&#24180;&#24230;&#35760;&#24405;&#65292;&#25110;&#25552;&#20132;&#32473;&#25919;&#24220;&#24037;&#20316;&#20154;&#21592;&#12290;<br></li><li> Testing &ndash; written examinations that document a student&rsquo;s progress and level of achievement as compared to his or her peers. </li><li>&#32771;&#35797;&mdash;&mdash;&#20070;&#38754;&#32771;&#35797;&#65292;&#29992;&#20197;&#35760;&#24405;&#23398;&#29983;&#30340;&#36827;&#24230;&#21644;&#25104;&#23601;&#27700;&#24179;&#65292;&#19982;&#21516;&#40836;&#20154;&#26377;&#21487;&#27604;&#24615;&#12290;<br></li><li> Qualifications &ndash;standards that must be met by a teaching parent, homeschool program or outside tutor. </li><li>&#36164;&#26684;&mdash;&mdash;&#23478;&#38271;&#12289;&#23478;&#24237;&#23398;&#26657;&#35745;&#21010;&#12289;&#22806;&#32856;&#25945;&#24072;&#24517;&#39035;&#31526;&#21512;&#26631;&#20934;&#12290;<br></li></ul><p>States vary in their treatment of the homeschooling requirements described above. Some states have detailed criteria that must be followed. Other states do not monitor homeschoolers at all.</p><p>&#21508;&#24030;&#22312;&#22788;&#29702;&#23478;&#24237;&#25945;&#23398;&#30340;&#20197;&#19978;&#35201;&#27714;&#26102;&#21508;&#19981;&#30456;&#21516;&#12290;&#26377;&#20123;&#24030;&#35201;&#27714;&#24517;&#39035;&#36981;&#23432;&#35814;&#32454;&#26631;&#20934;&#65292;&#26377;&#20123;&#24030;&#26681;&#26412;&#19981;&#30417;&#25511;&#23478;&#24237;&#25945;&#23398;&#32773;&#12290;</p><p><br></p> Unless mandated by state law, parents do not need a college degree, teaching certificate or any other credentials to properly educate their children. Research shows that parents who have not graduated high school can home school their children with successful outcomes.&nbsp;<a class="vt-p" href="http://knol.google.com/k/anonymous/homeschool/232p4eed9p5ya/2#references">[3]</a> The Home School Legal Defense Association is an organization that lobbies for homeschoolers and provides legal assistance to those in need. According to HSLDA, there is no correlation between homeschooling performance and the level of government regulation and oversight of homeschoolers.<a class="vt-p" href="http://knol.google.com/k/anonymous/homeschool/232p4eed9p5ya/2#references">[3]</a>&nbsp;<br> &#38500;&#38750;&#24030;&#31435;&#27861;&#35268;&#23450;&#65292;&#21542;&#21017;&#23478;&#38271;&#19981;&#38656;&#35201;&#22823;&#23398;&#25991;&#20973;&#12289;&#25945;&#24072;&#35777;&#25110;&#32773;&#20854;&#20182;&#20219;&#20309;&#21487;&#20197;&#27491;&#30830;&#25945;&#32946;&#23376;&#22899;&#30340;&#20973;&#35777;&#12290;&#30740;&#31350;&#26174;&#31034;&#65292;&#26410;&#33021;&#20174;&#39640;&#20013;&#27605;&#19994;&#30340;&#23478;&#38271;&#65292;&#20063;&#33021;&#25104;&#21151;&#22312;&#23478;&#25945;&#32946;&#23376;&#22899;&#12290;&#23478;&#24237;&#25945;&#23398;&#27861;&#24459;&#36777;&#25252;&#21327;&#20250;&#20026;&#23478;&#24237;&#25945;&#23398;&#32773;&#28216;&#35828;&#35758;&#21592;&#65292;&#20026;&#26377;&#38656;&#35201;&#30340;&#23478;&#24237;&#25945;&#23398;&#32773;&#25552;&#20379;&#27861;&#24459;&#25588;&#21161;&#12290;&#25454;&#23478;&#24237;&#25945;&#23398;&#27861;&#24459;&#36777;&#25252;&#21327;&#20250;&#31216;&#65292;&#22312;&#23478;&#24237;&#25945;&#23398;&#30340;&#34920;&#29616;&#19982;&#25919;&#24220;&#30417;&#31649;&#30417;&#30563;&#27700;&#24179;&#20043;&#38388;&#65292;&#27809;&#26377;&#30456;&#20851;&#24615;&#12290;<br><h2>Homeschool Curriculum</h2><h2>&#23478;&#24237;&#25945;&#23398;&#35838;&#31243;</h2> There are hundreds of homeschool curriculum programs available to home educators. Parents who teach at home can find the best curriculum for their children by carefully evaluating their family&#39;s needs and goals, determining their children&#39;s learning style, and choosing a preferred homeschooling method. Homeschoolers do not have to use teaching methods employed by traditional schools. Choosing a homeschool philosophy will help point parents in the direction of resources and curricula that are a good fit for their children. Some of the most popular homeschool methods are:<br> &#26377;&#25968;&#20197;&#30334;&#35745;&#30340;&#23478;&#24237;&#25945;&#23398;&#35838;&#31243;&#39033;&#30446;&#25552;&#20379;&#32473;&#23478;&#24237;&#25945;&#23398;&#32773;&#12290;&#36890;&#36807;&#20180;&#32454;&#35780;&#20272;&#23478;&#24237;&#38656;&#27714;&#21644;&#30446;&#26631;&#12289;&#30830;&#23450;&#20854;&#23376;&#22899;&#30340;&#23398;&#20064;&#39118;&#26684;&#12289;&#36873;&#25321;&#19968;&#31181;&#21916;&#27426;&#30340;&#23478;&#24237;&#25945;&#23398;&#26041;&#24335;&#65292;&#22312;&#23478;&#25945;&#23398;&#30340;&#23478;&#38271;&#21487;&#20197;&#20026;&#23401;&#23376;&#25214;&#21040;&#26368;&#22909;&#30340;&#35838;&#31243;&#12290;&#23478;&#24237;&#25945;&#23398;&#32773;&#24182;&#19981;&#24517;&#20351;&#29992;&#20256;&#32479;&#23398;&#26657;&#20351;&#29992;&#30340;&#25945;&#23398;&#26041;&#24335;&#12290;&#36873;&#25321;&#19968;&#31181;&#23478;&#24237;&#25945;&#23398;&#29702;&#24565;&#65292;&#22312;&#23478;&#38271;&#23547;&#25214;&#38750;&#24120;&#36866;&#21512;&#20854;&#23376;&#22899;&#30340;&#36164;&#28304;&#21644;&#35838;&#31243;&#26102;&#65292;&#23558;&#26377;&#21161;&#20110;&#20026;&#23478;&#38271;&#25351;&#28857;&#26041;&#21521;&#12290;&#26377;&#19968;&#20123;&#38750;&#24120;&#27969;&#34892;&#30340;&#23478;&#24237;&#25945;&#23398;&#27169;&#24335;&#65306;<br><blockquote>Classical Homeschooling &ndash; Classical homeschooling involves teaching children in stages that correspond to their level of cognitive development. These three stages are labeled grammar, logic, and rhetoric, and are collectively referred to as the Trivium.<br>&#21476;&#20856;&#30340;&#23478;&#24237;&#25945;&#23398;&#65306;&#21476;&#20856;&#23478;&#24237;&#25945;&#23398;&#28041;&#21450;&#26681;&#25454;&#23401;&#23376;&#35748;&#30693;&#21457;&#23637;&#30340;&#27700;&#24179;&#20998;&#38454;&#27573;&#25945;&#32946;&#23401;&#23376;&#12290;&#36825;&#19977;&#20010;&#38454;&#27573;&#34987;&#31216;&#20026;&#35821;&#27861;&#12289;&#36923;&#36753;&#12289;&#20462;&#36766;&#65292;&#32479;&#31216;&#20026;&#25991;&#27861;&#19977;&#33402;&#12290;<br><br>Computer Based Homeschooling &ndash; Computer based or online homeschooling is a form of independent study that utilizes computer software or enrollment in an online homeschool academy.<br>&#22522;&#20110;&#35745;&#31639;&#26426;&#30340;&#23478;&#24237;&#25945;&#23398;&#65306;&#22522;&#20110;&#35745;&#31639;&#26426;&#30340;&#25110;&#22312;&#32447;&#23478;&#24237;&#25945;&#23398;&#26159;&#19968;&#31181;&#29420;&#31435;&#30340;&#23398;&#20064;&#24418;&#24335;&#65292;&#21033;&#29992;&#35745;&#31639;&#26426;&#36719;&#20214;&#65292;&#25110;&#32773;&#30331;&#24405;&#22312;&#32447;&#23478;&#24237;&#25945;&#23398;&#23398;&#38498;&#12290;<br><br><p>Charlotte Mason &ndash; Charlotte Mason style education incorporates nature study, good literature, copy work, narration, dictation and short lessons into the home school environment.</p><p>&#22799;&#27931;&#29305;&middot;&#26757;&#26862;&#65306;&#22799;&#27931;&#29305;&middot;&#26757;&#26862;&#24335;&#30340;&#25945;&#32946;&#65292;&#20854;&#23478;&#24237;&#23398;&#26657;&#29615;&#22659;&#20013;&#21253;&#21547;&#33258;&#28982;&#30740;&#31350;&#12289;&#20248;&#31168;&#25991;&#23398;&#12289;&#20020;&#25721;&#12289;&#21465;&#36848;&#12289;&#21548;&#20889;&#12289;&#31616;&#30701;&#35838;&#31243;&#12290;</p><p><br></p><p>Eclectic Homeschooling &ndash; Eclectic homeschoolers pick and choose from a variety of homeschooling methods according to their children&rsquo;s needs.</p><p>&#25240;&#34935;&#20027;&#20041;&#23478;&#24237;&#25945;&#23398;&#65306;&#25240;&#34935;&#20027;&#20041;&#23478;&#24237;&#25945;&#23398;&#32773;&#20174;&#21508;&#31181;&#23478;&#24237;&#25945;&#23398;&#26041;&#27861;&#20013;&#25361;&#36873;&#33258;&#24049;&#23401;&#23376;&#38656;&#35201;&#30340;&#12290;</p><p><br></p><p>Montessori Homeschooling &ndash; Montessori homeschoolers create a multi-sensory environment which allows children to learn in a self-directed manner by using self-correcting materials.</p><p>&#33945;&#21488;&#26797;&#21033;&#23478;&#24237;&#25945;&#23398;&#65306;&#33945;&#21488;&#26797;&#21033;&#23478;&#24237;&#25945;&#23398;&#32773;&#21019;&#24314;&#22810;&#24863;&#23448;&#29615;&#22659;&#65292;&#36825;&#20801;&#35768;&#23401;&#23376;&#20351;&#29992;&#33258;&#25105;&#32416;&#27491;&#30340;&#26448;&#26009;&#65292;&#20197;&#33258;&#25105;&#23548;&#21521;&#30340;&#26041;&#24335;&#36827;&#34892;&#23398;&#20064;&#12290;</p><p><br></p><p>Relaxed Homeschooling &ndash; Relaxed homeschools focus on family, character and developing life skills. Formal curriculum is used as needed.</p><p>&#36731;&#26494;&#23478;&#24237;&#25945;&#23398;&#65306;&#36731;&#26494;&#23478;&#24237;&#25945;&#23398;&#20851;&#27880;&#23478;&#24237;&#12289;&#24615;&#26684;&#21644;&#21457;&#23637;&#29983;&#27963;&#25216;&#33021;&#12290;&#26681;&#25454;&#38656;&#35201;&#25165;&#20351;&#29992;&#27491;&#35268;&#35838;&#31243;&#12290;</p><p><br></p><p>Unschooling &ndash; Unschooling is a child-led form of education which promotes learning through the course of everyday life activities.</p><p>&#38750;&#23398;&#26657;&#25945;&#32946;&#65306;&#38750;&#23398;&#26657;&#25945;&#32946;&#26159;&#20197;&#23401;&#23376;&#20026;&#23548;&#21521;&#30340;&#25945;&#32946;&#24418;&#24335;&#65292;&#36890;&#36807;&#26085;&#24120;&#29983;&#27963;&#27963;&#21160;&#26469;&#20419;&#36827;&#23398;&#20064;&#12290;</p><p><br></p><p>Thomas Jefferson Education &ndash; Homeschoolers who used this method focus on raising their children to be well-educated leaders.</p><p>&#25176;&#39532;&#26031;&middot;&#26480;&#26000;&#36874;&#25945;&#32946;&#65306;&#36825;&#20123;&#23478;&#24237;&#25945;&#23398;&#32773;&#20351;&#29992;&#30340;&#26041;&#27861;&#65292;&#26088;&#22312;&#23558;&#20854;&#23401;&#23376;&#22521;&#20859;&#25104;&#21463;&#36807;&#33391;&#22909;&#25945;&#32946;&#30340;&#39046;&#23548;&#20154;&#12290;<br></p><p><br></p><p>Traditional Homeschooling &ndash; This homeschool method employs traditional textbooks and workbooks as the primary means of teaching.</p><p>&#20256;&#32479;&#23478;&#24237;&#25945;&#23398;&#65306;&#36825;&#31181;&#23478;&#24237;&#25945;&#23398;&#26041;&#24335;&#37319;&#29992;&#20256;&#32479;&#35838;&#26412;&#21644;&#20316;&#19994;&#26412;&#20316;&#20026;&#20182;&#20204;&#20027;&#35201;&#30340;&#25945;&#23398;&#24037;&#20855;&#12290;</p><p><br></p><p>Unit Studies &ndash; Unit studies combine the teaching of several disciplines into the study of one subject.&nbsp;</p><p>&#21333;&#20803;&#30740;&#31350;&#65306;&#21333;&#20803;&#30740;&#31350;&#25226;&#22810;&#20010;&#23398;&#31185;&#30340;&#23398;&#20064;&#34701;&#21512;&#36827;&#23545;&#19968;&#20010;&#35838;&#39064;&#30340;&#30740;&#31350;&#24403;&#20013;&#12290;</p><p><br></p><p>Virtual Homeschooling &ndash; Virtual homeschoolers use state-funded public school programs that are taught by public school teachers outside of the home.</p><p>&#34394;&#25311;&#23478;&#24237;&#25945;&#23398;&#65306;&#34394;&#25311;&#23478;&#24237;&#25945;&#23398;&#32773;&#20351;&#29992;&#21508;&#24030;&#36164;&#21161;&#30340;&#20844;&#31435;&#23398;&#26657;&#31243;&#24207;&#65292;&#30001;&#23478;&#24237;&#20043;&#22806;&#30340;&#20844;&#31435;&#23398;&#26657;&#25945;&#24072;&#26045;&#25945;&#12290;</p><p><br></p> Waldorf Homeschooling &ndash; The method emphasizes delayed academics. It is based upon the works of Rudolf Steiner, the controversial founder of Waldorf education. <br>&#21326;&#24503;&#31119;&#23478;&#24237;&#25945;&#23398;&#65306;&#35813;&#26041;&#27861;&#24378;&#35843;&#24310;&#36831;&#23398;&#20064;&#27861;&#12290;&#36825;&#26159;&#24314;&#31435;&#22312;&#21326;&#24503;&#31119;&#25945;&#32946;&#26377;&#20105;&#35758;&#30340;&#21019;&#22987;&#20154;&#40065;&#36947;&#22827;&middot;&#21490;&#20195;&#32435;&#30340;&#24037;&#20316;&#20043;&#19978;&#30340;&#12290;<br></blockquote> Read this&nbsp;<a class="vt-p" href="http://knol.google.com/k/carletta-sanders/homeschool-curriculum/232p4eed9p5ya/3#view">homeschool curriculum</a>&nbsp;knol for detailed information about locating and choosing the best homeschooling curriculum for your children.<br><div>&#20026;&#23547;&#25214;&#21644;&#36873;&#25321;&#26368;&#36866;&#21512;&#20320;&#23401;&#23376;&#30340;&#23478;&#24237;&#25945;&#23398;&#35838;&#31243;&#65292;&#35831;&#38405;&#35835;&#36825;&#26465;&#23478;&#24237;&#25945;&#23398;&#35838;&#31243;&#31185;&#35834;&#65292;&#20102;&#35299;&#26356;&#35814;&#32454;&#30340;&#20449;&#24687;&#12290;<br><h2>Cost of Homeschooling&#23478;&#24237;&#25945;&#23398;&#30340;&#36153;&#29992;</h2> The cost of homeschooling varies according to a family&#39;s needs and budget. Typical expenses include the cost of homeschooling curriculum, books, supplies, support group dues, field trips, activities and legal organization fees. These costs often amount to less than a family would pay for one month of private school tuition. Here are some ways homeschoolers can significantly reduce their expenses:</div><div>&#23478;&#24237;&#25945;&#23398;&#30340;&#36153;&#29992;&#22240;&#23478;&#24237;&#30340;&#38656;&#27714;&#21644;&#39044;&#31639;&#32780;&#21508;&#19981;&#30456;&#21516;&#12290;&#20856;&#22411;&#30340;&#36153;&#29992;&#21253;&#25324;&#23478;&#24237;&#25945;&#23398;&#35838;&#31243;&#24320;&#25903;&#12289;&#20070;&#31821;&#12289;&#29992;&#21697;&#12289;&#25903;&#25345;&#22242;&#20307;&#36153;&#29992;&#12289;&#23454;&#22320;&#32771;&#23519;&#12289;&#25143;&#22806;&#27963;&#21160;&#12289;&#27861;&#24459;&#32452;&#32455;&#36153;&#29992;&#12290;&#36825;&#20123;&#36153;&#29992;&#21152;&#36215;&#26469;&#24448;&#24448;&#23569;&#20110;&#19968;&#20010;&#23478;&#24237;&#20026;&#31169;&#31435;&#23398;&#26657;&#25903;&#20184;&#19968;&#20010;&#26376;&#30340;&#23398;&#36153;&#12290;&#36825;&#37324;&#26377;&#20123;&#26041;&#27861;&#21487;&#20197;&#26174;&#33879;&#20943;&#23569;&#23478;&#24237;&#25945;&#23398;&#32773;&#30340;&#24320;&#38144;&#65306;</div><br><ul><li>Combine students into a single program in subjects like history, science and religious studies. </li><li>&#25226;&#22810;&#21517;&#23398;&#29983;&#38598;&#20013;&#21040;&#21516;&#23398;&#31185;&#30340;&#21333;&#19968;&#39033;&#30446;&#20013;&#26469;&#65292;&#22914;&#21382;&#21490;&#12289;&#31185;&#23398;&#12289;&#23447;&#25945;&#30740;&#31350;&#12290;</li><li> Borrow materials from the local library. </li><li>&#20174;&#26412;&#22320;&#22270;&#20070;&#39302;&#20511;&#32032;&#26448;&#12290;</li><li> Purchase new materials from discount merchants like Rainbow Resource and Christian Book Distributors. </li><li>&#20174;&#24425;&#34425;&#36164;&#28304;&#12289;&#22522;&#30563;&#25945;&#22270;&#20070;&#21457;&#34892;&#21830;&#31561;&#25240;&#25187;&#21830;&#24215;&#36141;&#20080;&#26032;&#26448;&#26009;&#12290;</li><li> Use free homeschooling resources that can be found online. </li><li>&#20351;&#29992;&#32593;&#19978;&#21487;&#20197;&#25214;&#21040;&#30340;&#20813;&#36153;&#23478;&#24237;&#25945;&#23398;&#36164;&#28304;&#12290;</li><li> Make games, flashcards, worksheets and tests instead of buying them. </li><li>&#21046;&#20316;&#28216;&#25103;&#12289;&#25277;&#35748;&#21345;&#12289;&#24037;&#20316;&#34920;&#21644;&#35797;&#21367;&#65292;&#32780;&#19981;&#26159;&#21435;&#36141;&#20080;&#12290;</li><li> Buy high quality materials that can be re-sold or handed down to younger students. </li><li>&#36141;&#20080;&#39640;&#36136;&#37327;&#26448;&#26009;&#65292;&#20197;&#20415;&#37325;&#26032;&#21334;&#20986;&#25110;&#20256;&#32473;&#26356;&#24180;&#24188;&#30340;&#23398;&#29983;&#12290;</li><li> Purchase used resources at used bookstores and online vendors like Homeschool Classified, Homeschooler&#39;s Curriculum Swap and This Little Piggy Stays Home. </li><li>&#20174;&#20108;&#25163;&#20070;&#24215;&#21644;&#22312;&#32447;&#21334;&#23478;&#36141;&#20080;&#20108;&#25163;&#36164;&#28304;&#65292;&#22914;&#23478;&#24237;&#25945;&#23398;&#20998;&#31867;&#32593;&#31449;&#12289;&#23478;&#24237;&#25945;&#23398;&#32773;&#35838;&#31243;&#20132;&#25442;&#20013;&#24515;&#12289;&#23478;&#26377;&#23567;&#29482;&#12290;</li><li> Take advantage of homeschool discounts at book stores, office supply stores, and computer dealers. </li><li>&#21033;&#29992;&#20070;&#24215;&#12289;&#21150;&#20844;&#29992;&#21697;&#21830;&#24215;&#12289;&#35745;&#31639;&#26426;&#32463;&#38144;&#21830;&#30340;&#23478;&#24237;&#25945;&#23398;&#25240;&#25187;&#12290;</li></ul> Families who are particularly resourceful may be able to homeschool for free. According to research published by the HSLDA, the amount of money spent on home education has little effect on overall outcomes.<a class="vt-p" href="http://knol.google.com/k/anonymous/homeschool/232p4eed9p5ya/2#references">[3]</a>&nbsp;<br>&#29305;&#21035;&#31934;&#25171;&#32454;&#31639;&#30340;&#23478;&#24237;&#65292;&#26377;&#21487;&#33021;&#20570;&#21040;&#20813;&#36153;&#23478;&#24237;&#25945;&#23398;&#12290;&#25454;&#23478;&#24237;&#25945;&#23398;&#27861;&#24459;&#36777;&#25252;&#21327;&#20250;&#20986;&#29256;&#30340;&#30740;&#31350;&#34920;&#26126;&#65292;&#21326;&#20180;&#23478;&#24237;&#25945;&#32946;&#30340;&#37329;&#38065;&#24635;&#25968;&#65292;&#23545;&#26368;&#32456;&#25945;&#23398;&#32467;&#26524;&#21482;&#26377;&#24456;&#23569;&#30340;&#24433;&#21709;&#12290;<br><br><a class="vt-p" href="http://knol.google.com/k/-/-/232p4eed9p5ya/bu9o73/homeschooling-support-groups.jpg"><img src="http://knol.google.com/k/-/-/232p4eed9p5ya/bu9o73/homeschooling-support-groups.jpg" style="float:left;height:202.5px;margin-left:0px;margin-right:1em;width:148px"></a><h2>Homeschooling Support</h2><h2>&#23478;&#24237;&#25945;&#23398;&#30340;&#30456;&#20851;&#25903;&#25345;</h2><p>Families can obtain homeschool support by joining support groups that host meetings, field trips, classes, and other activities. Some families even choose to join homeschool coops, which are groups of families who meet regularly to help teach each others children.</p><p>&#23478;&#24237;&#21487;&#20197;&#36890;&#36807;&#21152;&#20837;&#25903;&#25345;&#23567;&#32452;&#26469;&#33719;&#21462;&#23478;&#24237;&#25945;&#23398;&#25903;&#25345;&#65292;&#22914;&#20030;&#21150;&#30340;&#20250;&#35758;&#12289;&#23454;&#22320;&#32771;&#23519;&#12289;&#29677;&#32423;&#21644;&#20854;&#20182;&#27963;&#21160;&#12290;&#26377;&#20123;&#23478;&#24237;&#29978;&#33267;&#36873;&#25321;&#21152;&#20837;&#23478;&#24237;&#25945;&#23398;&#21512;&#20316;&#31038;&#65292;&#36825;&#26159;&#19968;&#20010;&#23478;&#24237;&#22242;&#20307;&#65292;&#23450;&#26399;&#38598;&#20250;&#24110;&#21161;&#25945;&#25480;&#20854;&#20182;&#23478;&#24237;&#30340;&#23401;&#23376;&#12290;</p><p><br></p><p>Before joining a homeschool coop or support group, it is essential to carefully evaluate the group. Is membership limited to a specific religious group or homeschooling method? Is the group formal or informal? How often does the group meet? What does the group require of its members?</p><p>&#20877;&#21152;&#20837;&#23478;&#24237;&#25945;&#23398;&#21512;&#20316;&#31038;&#25110;&#25903;&#25345;&#23567;&#32452;&#20043;&#21069;&#65292;&#26377;&#24517;&#35201;&#20180;&#32454;&#35780;&#20272;&#36825;&#20123;&#22242;&#20307;&#12290;&#26159;&#21542;&#23558;&#25104;&#21592;&#38480;&#21046;&#22312;&#29305;&#23450;&#30340;&#23447;&#25945;&#22242;&#20307;&#25110;&#23478;&#24237;&#25945;&#23398;&#26041;&#27861;&#65311;&#22242;&#20307;&#26159;&#27491;&#24335;&#30340;&#36824;&#26159;&#38750;&#27491;&#24335;&#30340;&#65311;&#22242;&#20307;&#22810;&#20037;&#32858;&#20250;&#19968;&#27425;&#65311;&#22242;&#20307;&#23545;&#20854;&#25104;&#21592;&#26377;&#20160;&#20040;&#35201;&#27714;&#65311;</p><p><br></p><p>Many parents attend annual homeschool conferences where they can meet other homeschool families and attend workshops by popular authors and advocates. These events often feature home school curriculum fairs where parents can view and ask questions about curriculum before making a purchase.</p><p>&#35768;&#22810;&#23478;&#38271;&#20986;&#24109;&#23478;&#24237;&#25945;&#23398;&#24180;&#24230;&#20250;&#35758;&#65292;&#22312;&#36825;&#37324;&#20182;&#20204;&#21487;&#20197;&#19982;&#20854;&#20182;&#23478;&#24237;&#25945;&#23398;&#23478;&#24237;&#32858;&#20250;&#65292;&#21487;&#20197;&#20986;&#24109;&#30001;&#30693;&#21517;&#20316;&#32773;&#21644;&#20513;&#35758;&#32773;&#21457;&#36215;&#30340;&#19987;&#39064;&#35752;&#35770;&#20250;&#12290;&#36825;&#20123;&#27963;&#21160;&#24120;&#24120;&#20197;&#23478;&#24237;&#23398;&#26657;&#35838;&#31243;&#38598;&#20250;&#20026;&#29305;&#33394;&#65292;&#22312;&#36825;&#37324;&#23478;&#38271;&#20204;&#21487;&#20197;&#21442;&#35266;&#35838;&#31243;&#24182;&#25552;&#38382;&#65292;&#28982;&#21518;&#20877;&#20915;&#23450;&#36141;&#20080;&#12290;</p><p><br></p><p>The most important part of preparing for home school conventions and vendor fairs is finding out the rules of the event. Are children allowed? Can attendees bring stroller? Are meals provided? If not, are outside food and drinks permitted in the building? For added convenience, families often come prepared with a schedule of workshops to attend, a list of books and materials to evaluate, and a limit as to how much money will be spent.</p><p>&#31609;&#22791;&#23478;&#24237;&#25945;&#23398;&#20250;&#35758;&#21644;&#20379;&#24212;&#21830;&#38598;&#20250;&#65292;&#26368;&#37325;&#35201;&#30340;&#37096;&#20998;&#26159;&#25214;&#20986;&#27963;&#21160;&#30340;&#35268;&#21017;&#12290;&#26159;&#21542;&#20801;&#35768;&#24102;&#23567;&#23401;&#65311;&#20986;&#24109;&#32773;&#26159;&#21542;&#20801;&#35768;&#24102;&#23156;&#20799;&#36710;&#65311;&#26159;&#21542;&#25552;&#20379;&#39278;&#39135;&#65311;&#22914;&#26524;&#27809;&#26377;&#25552;&#20379;&#65292;&#26159;&#21542;&#20801;&#35768;&#33258;&#24102;&#39278;&#39135;&#65311;&#20026;&#20102;&#26041;&#20415;&#65292;&#21508;&#23478;&#24237;&#26469;&#20043;&#21069;&#24448;&#24448;&#35201;&#20107;&#20808;&#20934;&#22791;&#19968;&#20221;&#35201;&#20986;&#24109;&#30340;&#30740;&#35752;&#20250;&#30340;&#26085;&#31243;&#34920;&#65292;&#19968;&#20221;&#35201;&#35780;&#20272;&#30340;&#20070;&#31821;&#12289;&#26448;&#26009;&#28165;&#21333;&#65292;&#20197;&#21450;&#24320;&#25903;&#39044;&#31639;&#12290;</p><p><br></p><p>The internet is also a great source of homeschooling support. Parents have access to instant information on the many homeschooling websites that are available online. They can also receive much needed encouragement and advice by participating in homeschool forums and message boards, and reading homeschool blogs.</p><p>&#20114;&#32852;&#32593;&#20063;&#26159;&#23478;&#24237;&#25945;&#23398;&#25903;&#25345;&#30340;&#19968;&#22823;&#26469;&#28304;&#12290;&#23478;&#38271;&#21487;&#20197;&#22312;&#35768;&#22810;&#23478;&#24237;&#25945;&#23398;&#32593;&#31449;&#19978;&#33719;&#21462;&#22312;&#32447;&#25552;&#20379;&#30340;&#23454;&#26102;&#20449;&#24687;&#12290;&#20182;&#20204;&#36824;&#21487;&#20197;&#36890;&#36807;&#21152;&#20837;&#23478;&#24237;&#23398;&#26657;&#35770;&#22363;&#21644;&#20844;&#21578;&#26495;&#65292;&#38405;&#35835;&#23478;&#24237;&#25945;&#23398;&#32593;&#24535;&#65292;&#33719;&#21462;&#24613;&#38656;&#30340;&#40723;&#21169;&#21644;&#24314;&#35758;&#12290;</p><p><br></p><p>By developing a strong network of friends, parents can successfully homeschool their children from preschool all the way through high school!</p><p>&#36890;&#36807;&#21457;&#23637;&#24378;&#22823;&#30340;&#26379;&#21451;&#32593;&#32476;&#65292;&#23478;&#38271;&#20204;&#21487;&#20197;&#25104;&#21151;&#22312;&#23478;&#25945;&#23398;&#20854;&#23376;&#22899;&#65292;&#20174;&#23398;&#21069;&#38454;&#27573;&#19968;&#30452;&#21040;&#39640;&#20013;&#65281;</p><h2>Resources for Further Study</h2><h2>&#28145;&#20837;&#30740;&#31350;&#30340;&#30456;&#20851;&#36164;&#28304;</h2><i>Better Late than Early</i>&nbsp;by Raymond and Dorothy Moore&nbsp;<div><i>Dumbing us Down</i>&nbsp;by John Taylor Gatto&nbsp;</div><div><i>The Underground History of American Education</i>&nbsp;by John Taylor Gatto&nbsp;</div><div><i>How Children Learn</i>&nbsp;by John Holt&nbsp;</div><div><i>How Children Fail</i>&nbsp;by John Holt&nbsp;</div><div><i>Teach Your Own</i>&nbsp;by John Holt <h2>Sources</h2><h2>&#26469;&#28304;</h2><a class="vt-p" href="http://www.successful-homeschooling.com/">Successful Homeschooling</a>&nbsp;&ndash; This website contains detailed explanations of homeschooling methods, homeschooling curriculum reviews, tips for affordable homeschooling, and information about everything else you need to successfully homeschool your children.</div><div>&#35813;&#32593;&#31449;&#21253;&#21547;&#20102;&#23545;&#23478;&#24237;&#25945;&#23398;&#26041;&#27861;&#30340;&#35814;&#32454;&#35299;&#37322;&#65292;&#23478;&#24237;&#25945;&#23398;&#35838;&#31243;&#35780;&#35770;&#12289;&#29992;&#20110;&#23454;&#38469;&#23478;&#24237;&#25945;&#23398;&#30340;&#25552;&#31034;&#65292;&#20197;&#21450;&#20320;&#20026;&#20102;&#25104;&#21151;&#22312;&#23478;&#25945;&#23398;&#20320;&#30340;&#23401;&#23376;&#25152;&#38656;&#35201;&#30340;&#20854;&#20182;&#19968;&#20999;&#20449;&#24687;&#12290;<br>&nbsp; <p><a class="vt-p" href="http://www.nheri.org/">National Home Education Research Institute</a>&nbsp;&ndash; The NHERI is a non-profit organization founded by Brian D. Ray, Ph. D. that conducts homeschooling research.</p><p>&#20840;&#22269;&#23478;&#24237;&#25945;&#32946;&#30740;&#31350;&#21327;&#20250;&#26159;&#19968;&#20010;&#38750;&#33829;&#21033;&#32452;&#32455;&#65292;&#30001;&#38647;&#22868;&#21338;&#22763;&#36164;&#21161;&#65292;&#20182;&#20027;&#25345;&#20102;&#23478;&#24237;&#25945;&#23398;&#30740;&#31350;&#12290;</p><p><br></p><p><a class="vt-p" href="http://www.hslda.org/">Home School Legal Defense Association</a>&nbsp;&ndash; HSLDA provides legal defense for their organization&rsquo;s members and advocates for homeschooling families worldwide.</p><p>&#23478;&#24237;&#25945;&#23398;&#27861;&#24459;&#36777;&#25252;&#21327;&#20250;&#20026;&#20854;&#32452;&#32455;&#25104;&#21592;&#25552;&#20379;&#27861;&#24459;&#36777;&#25252;&#65292;&#24182;&#21521;&#20840;&#19990;&#30028;&#23478;&#24237;&#20513;&#23548;&#23478;&#24237;&#25945;&#23398;&#12290;</p><h3>References</h3><h3>&#21442;&#32771;&#25991;&#29486;</h3><ol><li>http://www.hslda.org/research/ray2003/default.asp</li><li>http://www.nheri.org/Research-Facts-on-Homeschooling.html</li><li>http://www.hslda.org/docs/study/comp2001/default.asp</li></ol><br>//***********************************************************</div><br><a class="vt-p" href="http://knol.google.com/k/homeschool">http://knol.google.com/k/homeschool</a><br><br><a class="vt-p" href="http://knol.google.com/k/anonymous/%E5%AE%B6%E5%BA%AD%E6%95%99%E5%AD%A6/3ftcswk5zpy66/1">http://knol.google.com/k/anonymous/%E5%AE%B6%E5%BA%AD%E6%95%99%E5%AD%A6/3ftcswk5zpy66/1</a><br><br><div><a class="vt-p" href="http://knol.google.com/k/tong-zhang/%E5%AE%B6%E5%BA%AD%E5%AD%A6%E6%A0%A1/3hh4y2l9pshlh/1">http://knol.google.com/k/tong-zhang/%E5%AE%B6%E5%BA%AD%E5%AD%A6%E6%A0%A1/3hh4y2l9pshlh/1</a><br></div><br><a href="http://knol.google.com/k/anonymous/%E5%AE%B6%E5%BA%AD%E5%AD%A6%E6%A0%A1/cdzl3zq071c6/2#">http://knol.google.com/k/anonymous/%E5%AE%B6%E5%BA%AD%E5%AD%A6%E6%A0%A1/cdzl3zq071c6/2#</a><br><br><br>Orcahttp://www.blogger.com/profile/03415884987803612593noreply@blogger.com0tag:blogger.com,1999:blog-9033329630711909277.post-29310016588677032242010-10-05T12:57:00.001+08:002010-10-12T21:48:37.583+08:00翻译《应该掏钱让孩子在学校好好学习么？》<h1>Should Kids Be Bribed to Do Well in School?</h1><h1>&#24212;&#35813;&#25487;&#38065;&#35753;&#23401;&#23376;&#22312;&#23398;&#26657;&#22909;&#22909;&#23398;&#20064;&#20040;&#65311;</h1><div>By Amanda Ripley</div><div>&#20316;&#32773;&#65306;&#38647;&#20122;&#26364;</div><p></p><br><p></p><p>In junior high school, one of my classmates had a TV addiction &mdash; back before it was normal. This boy &mdash; we&#39;ll call him Ethan &mdash; was an encyclopedia of vacuous content, from&nbsp;<i>The A-Team</i>&nbsp;to&nbsp;<i>Who&#39;s the Boss?</i></p><p>&#21021;&#20013;&#26102;&#20505;&#65292;&#25105;&#26377;&#20010;&#21516;&#23398;&#30475;&#30005;&#35270;&#19978;&#30270;&mdash;&mdash;<font style="background-color:#ff0000">&#21021;&#20013;&#20197;&#21069;&#36824;&#31639;&#27491;&#24120;</font>&#12290;&#36825;&#20010;&#30007;&#23401;&#65292;&#25105;&#20204;&#21483;&#20182;&#38463;&#26862;&#65292;&#26159;&#19968;&#26412;&#26080;&#32842;&#20869;&#23481;&#30334;&#31185;&#20840;&#20070;&#65292;&#20174;&#12298;&#22825;&#40857;&#29305;&#25915;&#38431;&#12299;&#21040;&#12298;&#22937;&#31649;&#23478;&#12299;&#26080;&#25152;&#19981;&#30693;&#12290;<br><br></p><p></p><p>Then one day Ethan&#39;s mother made him a bold offer. If he could go a full month without watching any TV, she would give him $200. None of us thought he could do it. But Ethan quit TV, just like that. His friends offered to let him cheat at their houses on Friday nights (<i>Miami Vice</i>&nbsp;nights!). Ethan said no.</p><p>&#21518;&#26469;&#26377;&#19968;&#22825;&#65292;&#38463;&#26862;&#30340;&#27597;&#20146;&#21521;&#20182;&#25552;&#20986;&#19968;&#20010;&#22823;&#32966;&#30340;&#24314;&#35758;&#12290;&#22914;&#26524;&#20182;&#33021;&#22815;&#19968;&#25972;&#20010;&#26376;&#19981;&#30475;&#30005;&#35270;&#65292;&#23601;&#32473;&#20182;&#20004;&#30334;&#22359;&#38065;&#12290;&#25105;&#20204;&#37117;&#35748;&#20026;&#20182;&#20570;&#19981;&#21040;&#12290;&#20294;&#38463;&#26862;&#23601;&#26159;&#31163;&#24320;&#30005;&#35270;&#20102;&#65292;&#23601;&#37027;&#20040;&#31616;&#21333;&#12290;&#20182;&#30340;&#26379;&#21451;&#24314;&#35758;&#35753;&#20182;&#21608;&#20116;&#26202;&#19978;&#65288;&#24403;&#26102;&#27491;&#22312;&#25918;&#12298;&#36808;&#38463;&#23494;&#39118;&#20113;&#12299;&#65289;&#22312;&#20182;&#20204;&#23478;&#37324;&#20599;&#30475;&#30005;&#35270;&#20316;&#24330;&#65292;&#38463;&#26862;&#25298;&#32477;&#20102;&#12290;<br><br></p><p></p><p>One month later, Ethan&#39;s mom paid him $200. He went out and bought a TV, the biggest one he could find.</p><p>&#19968;&#20010;&#26376;&#21518;&#65292;&#38463;&#26862;&#30340;&#22920;&#22920;&#20184;&#32473;&#20182;&#20004;&#30334;&#22359;&#38065;&#12290;&#20182;&#20986;&#38376;&#20080;&#20102;&#19968;&#21488;&#30005;&#35270;&#26426;&#65292;&#20182;&#33021;&#25214;&#21040;&#30340;&#26368;&#22823;&#30340;&#19968;&#21488;&#12290;<br><br></p><p></p><p>Since there have been children, there have been adults trying to get them to cooperate. The Bible repeatedly commands children to heed their parents and proposes that disobedient children be stoned to death or at least have their eyes picked out by ravens. Over the centuries, the stick (or paddle or switch) has lost favor, in most cases, to the carrot. Today the petty bribes &mdash; a sticker for using the toilet or a cookie for sitting still in church &mdash; start before kids can speak in full sentences.</p><p>&#26377;&#19968;&#20123;&#23401;&#23376;&#65292;&#26377;&#20123;&#25104;&#24180;&#20154;&#35797;&#22270;&#35753;&#20182;&#20204;&#21548;&#35805;&#12290;&#22307;&#32463;&#19968;&#20877;&#21629;&#20196;&#23401;&#23376;&#35201;&#21548;&#23478;&#38271;&#30340;&#35805;&#65292;&#24314;&#35758;&#19981;&#20054;&#30340;&#23401;&#23376;&#35201;&#34987;&#30707;&#22836;&#30776;&#27515;&#65292;&#33267;&#23569;&#20063;&#35201;&#35753;&#20044;&#40486;&#21828;&#30606;&#20182;&#20204;&#30340;&#30524;&#30555;&#12290;&#25968;&#19990;&#32426;&#20197;&#26469;&#65292;&#26829;&#26834;&#65288;&#25106;&#23610;&#12289;&#38829;&#31518;&#65289;&#24050;&#32463;&#27809;&#20154;&#21916;&#27426;&#65292;&#22823;&#22810;&#25968;&#24773;&#20917;&#24050;&#25913;&#29992;&#31958;&#26524;&#12290;&#22914;&#20170;&#65292;&#22312;&#23401;&#23376;&#33021;&#35828;&#20986;&#22251;&#22261;&#21477;&#23376;&#20043;&#21069;&#65292;&#23601;&#24320;&#22987;&#20351;&#29992;&#21508;&#31181;&#23567;&#29980;&#22836;&#20102;&mdash;&mdash;&#27604;&#22914;&#19968;&#24352;&#26631;&#31614;&#32440;&#35753;&#20182;&#20204;&#20351;&#29992;&#21397;&#25152;&#65292;&#19968;&#20221;&#23567;&#39292;&#24178;&#35753;&#20182;&#20204;&#22312;&#25945;&#22530;&#23433;&#38745;&#22352;&#19979;&#26469;&#12290;<br><br></p><p></p><p>In recent years, hundreds of schools have made these transactions more businesslike, experimenting with paying kids with cold, hard cash for showing up or getting good grades or, in at least one case, going another day without getting pregnant.&nbsp;<a class="vt-p" href="http://www.time.com/time/photogallery/0,29307,1978570,00.html" target="_blank">(See pictures of kids comparing their paychecks at school.)</a></p><p>&#36817;&#24180;&#26469;&#65292;&#25968;&#20197;&#30334;&#35745;&#30340;&#23398;&#26657;&#65292;&#35753;&#36825;&#31181;&#20570;&#27861;&#26356;&#21152;&#21830;&#19994;&#21270;&#65292;&#23581;&#35797;&#20687;&#23401;&#23376;&#20204;&#25903;&#20184;&#29616;&#37329;&#65292;<font style="background-color:#ff0000">&#23601;&#20026;&#21462;&#24471;&#22909;&#25104;&#32489;</font>&#65292;&#33267;&#23569;&#22312;&#19968;&#31181;&#24773;&#20917;&#19979;&#65292;&#21035;&#20986;&#29616;&#23401;&#23376;&#24576;&#23381;&#30340;&#37027;&#19968;&#22825;&#12290;&#65288;&#22270;&#20013;&#23401;&#23376;&#20204;&#30456;&#20114;&#27604;&#36739;&#20182;&#20204;&#22312;&#23398;&#26657;&#30340;&#25910;&#20837;&#65289;<br><br></p><p></p><p>I have not met a child who does not admire this trend. But it makes adults profoundly uncomfortable. Teachers complain that we are rewarding kids for doing what they should be doing of their own volition. Psychologists warn that money can actually make kids perform worse by cheapening the act of learning. Parents predict widespread slacking after the incentives go away. And at least one think-tank scholar has denounced the strategy as racist. The debate has become a proxy battle for the larger war over why our kids are not learning at the rate they should be despite decades of reforms and budget increases.</p><p>&#25105;&#35265;&#21040;&#30340;&#27599;&#19968;&#20010;&#23401;&#23376;&#37117;&#32673;&#24917;&#36825;&#31181;&#20570;&#27861;&#12290;&#20294;&#36825;&#35753;&#25104;&#24180;&#20154;&#28145;&#24863;&#19981;&#23433;&#12290;&#25945;&#24072;&#25265;&#24616;&#35828;&#65292;&#25105;&#20204;&#27491;&#22312;&#22870;&#21169;&#23401;&#23376;&#20204;&#20570;&#20182;&#20204;&#24212;&#35813;&#33258;&#24895;&#20570;&#30340;&#20107;&#24773;&#12290;&#24515;&#29702;&#23398;&#23478;&#35686;&#21578;&#35828;&#65292;&#38065;&#21487;&#20197;&#23454;&#23454;&#22312;&#22312;&#30340;&#35753;&#23401;&#23376;&#20204;&#36140;&#20302;&#23398;&#20064;&#34892;&#20026;&#65292;&#34920;&#29616;&#31967;&#31957;&#12290;&#23478;&#38271;&#25285;&#24515;&#22870;&#21169;&#28040;&#22833;&#21518;&#20250;&#20986;&#29616;&#26222;&#36941;&#30340;&#25032;&#24608;&#12290;&#36215;&#30721;&#26377;&#19968;&#20301;&#26234;&#24211;&#23398;&#32773;&#35892;&#36131;&#36825;&#31181;&#31574;&#30053;&#20026;&#31181;&#26063;&#20027;&#20041;&#12290;&#36825;&#22330;&#20105;&#35770;&#24050;&#32463;&#21464;&#25104;&#19968;&#22330;&#26356;&#22823;&#25112;&#20105;&#30340;&#21069;&#27839;&#25112;&#65292;&#21363;&#20026;&#20160;&#20040;&#25105;&#20204;&#23401;&#23376;&#30340;&#23398;&#20064;&#27809;&#26377;&#36798;&#21040;&#20182;&#20204;&#24212;&#35813;&#36798;&#21040;&#30340;&#27700;&#20934;&#19978;&#65311;&#23613;&#31649;&#20960;&#21313;&#24180;&#26469;&#25919;&#24220;&#39044;&#31639;&#21644;&#25945;&#32946;&#25913;&#38761;&#26085;&#30410;&#22686;&#22810;&#12290;<br><br></p><p></p><p>But all this time, there has been only one real question, particularly in America&#39;s lowest-performing schools: Does it work?</p><p>&#20294;&#26159;&#19968;&#30452;&#20197;&#26469;&#65292;&#21482;&#20986;&#29616;&#20102;&#19968;&#20010;&#30495;&#27491;&#30340;&#38382;&#39064;&#65292;&#23588;&#20854;&#26159;&#22312;&#32654;&#22269;&#34920;&#29616;&#26368;&#24046;&#30340;&#23398;&#26657;&#20013;&#65306;&#26377;&#29992;&#20040;&#65311;<br><br></p><p></p><p>To find out, a Harvard economist named Roland Fryer Jr. did something education researchers almost never do: he ran a randomized experiment in hundreds of classrooms in multiple cities. He used mostly private money to pay 18,000 kids a total of $6.3 million and brought in a team of researchers to help him analyze the effects. He got death threats, but he carried on. The results, which he shared exclusively with TIME, represent the largest study of financial incentives in the classroom &mdash; and one of the more rigorous studies ever on anything in education policy.&nbsp;<a class="vt-p" href="http://www.time.com/time/specials/packages/article/0,28804,1894410_1893209_1893465,00.html" target="_blank">(See Roland Fryer Jr. in the 2009 TIME 100.)</a></p><p>&#20026;&#20102;&#25214;&#21040;&#31572;&#26696;&#65292;&#21704;&#20315;&#22823;&#23398;&#32463;&#27982;&#23398;&#23478;&#24576;&#33509;&#28572;&#65292;&#20570;&#20102;&#25945;&#32946;&#30740;&#31350;&#32773;&#20960;&#20046;&#20174;&#26410;&#20570;&#36807;&#30340;&#20107;&#24773;&#65306;&#20182;&#22312;&#25968;&#24231;&#22478;&#24066;&#30340;&#25968;&#30334;&#25945;&#23460;&#38543;&#26426;&#23637;&#24320;&#23454;&#39564;&#12290;&#20182;&#19968;&#20849;&#25903;&#20184;&#20845;&#30334;&#19977;&#21313;&#19975;&#32654;&#20803;&#32473;&#19968;&#19975;&#20843;&#21315;&#21517;&#23401;&#23376;&#65292;&#36825;&#20123;&#38065;&#32477;&#22823;&#37096;&#20998;&#37117;&#26159;&#31169;&#20154;&#30340;&#38065;&#65292;&#24182;&#24102;&#26469;&#19968;&#38431;&#30740;&#31350;&#32773;&#24110;&#21161;&#20182;&#20998;&#26512;&#20854;&#24433;&#21709;&#12290;&#20182;&#21463;&#21040;&#27515;&#20129;&#23041;&#32961;&#65292;&#20294;&#20182;&#22362;&#25345;&#19979;&#26469;&#20102;&#12290;&#20182;&#21482;&#19982;&#26102;&#20195;&#26434;&#24535;&#20998;&#20139;&#20182;&#30340;&#32467;&#26524;&#65292;&#36825;&#19968;&#32467;&#26524;&#24847;&#21619;&#30528;&#26377;&#20851;&#35838;&#22530;&#20013;&#37329;&#38065;&#22870;&#21169;&#30340;&#26368;&#22823;&#30740;&#31350;&#65292;&#20063;&#26159;&#25945;&#32946;&#25919;&#31574;&#26041;&#38754;&#26368;&#20005;&#26684;&#30340;&#30740;&#31350;&#20043;&#19968;&#12290;&#65288;&#21442;&#35265;&#20108;&#12295;&#12295;&#20061;&#24180;&#12298;&#26102;&#20195;&#19968;&#30334;&#20154;&#12299;&#20043;&#24576;&#33509;&#28572;&#65289;<br><br></p><p></p><p>The experiment ran in four cities: Chicago, Dallas, Washington and New York. Each city had its own unique model of incentives, to see which would work best. Some kids were paid for good test scores, others for not fighting with one another. The results are fascinating and surprising. They remind us that kids, like grownups, are not puppets. They don&#39;t always respond the way we expect.</p><p>&#35813;&#23454;&#39564;&#22312;&#22235;&#24231;&#22478;&#24066;&#23637;&#24320;&#65306;&#33437;&#21152;&#21733;&#65292;&#36798;&#25289;&#26031;&#65292;&#21326;&#30427;&#39039;&#21644;&#32445;&#32422;&#12290;&#27599;&#24231;&#22478;&#24066;&#37117;&#26377;&#20854;&#29420;&#29305;&#30340;&#28608;&#21169;&#27169;&#24335;&#65292;&#30475;&#21738;&#31181;&#26368;&#26377;&#25928;&#12290;&#19968;&#20123;&#23401;&#23376;&#22240;&#20854;&#20248;&#31168;&#32771;&#35797;&#20998;&#25968;&#32780;&#33719;&#24471;&#25253;&#37228;&#65292;&#19968;&#20123;&#21017;&#22240;&#20026;&#27809;&#26377;&#21644;&#21035;&#20154;&#25171;&#26550;&#12290;&#32467;&#26524;&#26159;&#36855;&#20154;&#30340;&#12289;&#20196;&#20154;&#24778;&#35766;&#30340;&#12290;&#20182;&#20204;&#25552;&#37266;&#25105;&#20204;&#65292;&#23401;&#23376;&#21644;&#25104;&#24180;&#20154;&#19968;&#26679;&#65292;&#24182;&#19981;&#26159;&#20608;&#20769;&#12290;&#20182;&#20204;&#24182;&#19981;&#24635;&#26159;&#22914;&#25105;&#20204;&#25152;&#26399;&#12290;<br><br></p><p></p><p>In the city where Fryer expected the most success, the experiment had no effect at all &mdash; &quot;as zero as zero gets,&quot; as he puts it. In two other cities, the results were promising but in totally different ways. In the last city, something remarkable happened. Kids who got paid all year under a very elegant scheme performed significantly better on their standardized reading tests at the end of the year. Statistically speaking, it was as if those kids had spent three extra months in school, compared with their peers who did not get paid.</p><p>&#22312;&#24576;&#33509;&#28572;&#20197;&#20026;&#26368;&#25104;&#21151;&#30340;&#22478;&#24066;&#65292;&#23454;&#39564;&#26681;&#26412;&#23601;&#27809;&#20854;&#20316;&#29992;&mdash;&mdash;&#22914;&#20182;&#25152;&#35828;&#30340;&#37027;&#26679;&#65292;&ldquo;&#26681;&#26412;&#23601;&#27809;&#26377;&#20219;&#20309;&#25910;&#33719;&rdquo;&#12290;&#22312;&#21478;&#22806;&#20004;&#24231;&#22478;&#24066;&#65292;&#32467;&#26524;&#23578;&#26377;&#24076;&#26395;&#65292;&#20294;&#26159;&#20004;&#31181;&#23436;&#20840;&#19981;&#21516;&#30340;&#32467;&#26524;&#12290;&#22312;&#26368;&#21518;&#19968;&#24231;&#22478;&#24066;&#65292;&#21457;&#29983;&#20102;&#19968;&#20123;&#24322;&#20046;&#23547;&#24120;&#30340;&#20107;&#24773;&#12290;&#19968;&#25972;&#24180;&#22788;&#22312;&#19968;&#22871;&#38750;&#24120;&#28418;&#20142;&#30340;&#25903;&#20184;&#26041;&#26696;&#19979;&#30340;&#23401;&#23376;&#20204;&#65292;&#24180;&#26411;&#26631;&#20934;&#21270;&#38405;&#35835;&#27979;&#35797;&#20013;&#30340;&#34920;&#29616;&#26126;&#26174;&#21464;&#22909;&#12290;&#23601;&#32479;&#35745;&#32780;&#35328;&#65292;&#30456;&#27604;&#20110;&#37027;&#20123;&#27809;&#26377;&#24471;&#21040;&#25253;&#37228;&#30340;&#21516;&#40836;&#23401;&#23376;&#65292;&#23601;&#20687;&#36825;&#20123;&#23401;&#23376;&#22312;&#23398;&#26657;&#22810;&#23398;&#20102;&#19977;&#20010;&#26376;&#12290;<br><br></p><p></p><p>&quot;These are substantial effects, as large as many other interventions that people have thought to be successful,&quot; says Brian Jacob, a University of Michigan public-policy and economics professor who has studied incentives and who reviewed Fryer&#39;s study at TIME&#39;s request. If incentives are designed wisely, it appears, payments can indeed boost kids&#39; performance as much as or more than many other reforms you&#39;ve heard about before &mdash; and for a fraction of the cost.</p><p>&#23494;&#27463;&#26681;&#22823;&#23398;&#30340;&#20844;&#20849;&#25919;&#31574;&#21644;&#32463;&#27982;&#23398;&#25945;&#25480;&#36158;&#27764;&#35828;&#65306;&ldquo;&#36825;&#20123;&#37117;&#26159;&#37325;&#22823;&#24433;&#21709;&#65292;&#19982;&#20154;&#20204;&#35748;&#20026;&#25104;&#21151;&#30340;&#20854;&#20182;&#24178;&#39044;&#19968;&#26679;&#37325;&#22823;&#12290;&rdquo;&#20182;&#20063;&#26366;&#32463;&#30740;&#31350;&#28608;&#21169;&#65292;&#24182;&#23457;&#26597;&#24576;&#33509;&#28572;&#26681;&#25454;&#26102;&#20195;&#26434;&#24535;&#35831;&#27714;&#25152;&#20570;&#30340;&#30740;&#31350;&#12290;&#20284;&#20046;&#65292;&#22914;&#26524;&#28608;&#21169;&#26426;&#21046;&#35774;&#35745;&#24471;&#24403;&#65292;&#20184;&#38065;&#30340;&#30830;&#21487;&#20197;&#25913;&#21892;&#23401;&#23376;&#20204;&#30340;&#34920;&#29616;&#65292;&#36798;&#21040;&#25110;&#36229;&#20986;&#20320;&#20197;&#21069;&#21548;&#36807;&#30340;&#20854;&#20182;&#25945;&#25913;&#25514;&#26045;&#25152;&#36798;&#21040;&#30340;&#27700;&#24179;&#65292;&#32780;&#19988;&#21482;&#38656;&#35201;&#19968;&#23567;&#37096;&#20998;&#33457;&#36153;&#12290;<br></p><p><br></p><p></p><p>Money is not enough. (It never is.) But for some kids, it may be part of the solution. In the end, we all want our children to grow into self-motivated adults. The question is, How do we help them get there? And is it possible that at least for some kids, the road is paved not with stickers but with $20 bills?</p>&#38065;&#19981;&#26159;&#19975;&#33021;&#30340;&#65288;&#27704;&#36828;&#37117;&#19981;&#26159;&#65289;&#12290;&#20294;&#26159;&#23545;&#20110;&#26576;&#20123;&#23401;&#23376;&#65292;&#26377;&#21487;&#33021;&#26159;&#35299;&#20915;&#26041;&#26696;&#30340;&#19968;&#37096;&#20998;&#12290;&#26368;&#21518;&#65292;&#25105;&#20204;&#37117;&#24076;&#26395;&#25105;&#20204;&#30340;&#23401;&#23376;&#25104;&#38271;&#20026;&#33258;&#25105;&#28608;&#21169;&#30340;&#25104;&#24180;&#20154;&#12290;&#38382;&#39064;&#26159;&#65292;&#25105;&#20204;&#22914;&#20309;&#24110;&#21161;&#20182;&#20204;&#25104;&#38271;&#65311;&#33267;&#23569;&#23545;&#20110;&#26576;&#20123;&#23401;&#23376;&#32780;&#35328;&#65292;&#26377;&#21487;&#33021;&#30340;&#26159;&#65292;&#19981;&#29992;&#26631;&#31614;&#32440;&#32780;&#29992;&#20108;&#21313;&#32654;&#20803;&#23601;&#21487;&#20197;&#25226;&#36947;&#36335;&#38138;&#24179;&#21602;&#65311;<br><br><p></p><p>Fryer runs an&nbsp;<a class="vt-p" href="http://www.edlabs.harvard.edu/" target="_blank">education-innovation laboratory</a>&nbsp;that has a staff of 17 and an annual budget of about $6 million. His goal is to use the scientific method to figure out how to close the learning gap between America&#39;s white and minority kids by the year 2025. When I visit Fryer at his Harvard lab this spring, he hands me an agenda for the day and proudly introduces me to his team. For the next three hours, as we talk about the experiment, Fryer is charming and intense, occasionally lapsing into economist speak and then apologizing for being a &quot;nerd.&quot;&nbsp;<a class="vt-p" href="http://www.time.com/time/nation/article/0,8599,1978589,00.html#comments" target="_blank">(Comment on this story.)</a></p>&#24576;&#33509;&#28572;&#36816;&#20316;&#19968;&#25152;&#25945;&#32946;&#21019;&#26032;&#23454;&#39564;&#23460;&#65292;&#26377;&#21313;&#19971;&#21517;&#21592;&#24037;&#21644;&#22823;&#32422;&#20845;&#30334;&#19975;&#32654;&#20803;&#30340;&#24180;&#24230;&#39044;&#31639;&#12290;&#20182;&#30340;&#30446;&#26631;&#26159;&#29992;&#31185;&#23398;&#30340;&#26041;&#27861;&#25214;&#20986;&#21150;&#27861;&#65292;&#21040;&#20108;&#12295;&#20108;&#20116;&#24180;&#65292;&#28040;&#38500;&#32654;&#22269;&#30333;&#20154;&#21644;&#23569;&#25968;&#27665;&#26063;&#23401;&#23376;&#20043;&#38388;&#30340;&#23398;&#20064;&#24046;&#36317;&#12290;&#20170;&#24180;&#26149;&#22825;&#25105;&#22312;&#21704;&#20315;&#36896;&#35775;&#24576;&#33509;&#28572;&#30340;&#23454;&#39564;&#23460;&#65292;&#20182;&#36882;&#32473;&#25105;&#24403;&#22825;&#30340;&#26085;&#31243;&#23433;&#25490;&#65292;&#33258;&#35946;&#22320;&#21521;&#25105;&#20171;&#32461;&#20182;&#30340;&#22242;&#38431;&#12290;&#22312;&#25509;&#19979;&#26469;&#30340;&#19977;&#20010;&#23567;&#26102;&#37324;&#65292;&#25105;&#20204;&#35848;&#21450;&#36825;&#39033;&#23454;&#39564;&#65292;&#24576;&#33509;&#28572;&#36855;&#20154;&#32780;&#28909;&#24773;&#65292;&#20598;&#23572;&#20063;&#20250;&#38519;&#20837;&#32463;&#27982;&#23398;&#23478;&#30340;&#21475;&#21563;&#65292;&#28982;&#21518;&#20026;&#33258;&#24049;&#26159;&#20010;&#20070;&#21574;&#23376;&#32780;&#36947;&#27465;&#12290;&#65288;&#26377;&#20851;&#36825;&#20010;&#25925;&#20107;&#30340;&#35780;&#35770;&#65289;<br><br><div><p></p><p>But Fryer&#39;s fascination with the lives and choices of kids is not entirely academic. He grew up poor in Texas, where he lived with his dad, a copier salesman. When Fryer was 16, his dad was arrested for sexual assault and Fryer had to bail him out of jail.</p>&#20294;&#26159;&#65292;&#24576;&#33509;&#28572;&#30340;&#39749;&#21147;&#22312;&#20110;<font style="background-color:#ff0000">&#22312;&#29983;&#27963;&#20013;&#36873;&#25321;&#20102;&#23401;&#23376;</font>&#65292;&#32780;&#19981;&#20165;&#20165;&#26159;&#22240;&#20026;&#23398;&#26415;&#12290;&#20182;&#20986;&#36523;&#20110;&#24503;&#24030;&#36139;&#22256;&#23478;&#24237;&#65292;&#20182;&#19982;&#29238;&#20146;&#29983;&#27963;&#22312;&#19968;&#36215;&#65292;&#20182;&#29238;&#20146;&#26159;&#20010;&#22797;&#21360;&#26426;&#25512;&#38144;&#21592;&#12290;&#24576;&#33509;&#28572;&#21313;&#20845;&#23681;&#30340;&#26102;&#20505;&#65292;&#20182;&#29238;&#20146;&#22240;&#20026;&#24615;&#20405;&#29359;&#32780;&#34987;&#25429;&#65292;&#24576;&#33509;&#28572;&#19981;&#24471;&#19981;&#20445;&#37322;&#20854;&#20986;&#29425;&#12290;</div><div><br><p></p><p>Meanwhile, Fryer raised himself, and not very well. He got a job at McDonald&#39;s and stole from the cash register. He sold marijuana and carried a .357 Magnum for a while. But he was fiercely competitive on the basketball court and the football field, and that&#39;s where he excelled, earning a basketball scholarship to the University of Texas at Arlington.</p>&#19982;&#27492;&#21516;&#26102;&#65292;&#24576;&#33509;&#28572;&#19981;&#26029;&#25552;&#21319;&#33258;&#24049;&#65292;&#20294;&#26159;&#25928;&#26524;&#19981;&#26159;&#24456;&#22909;&#12290;&#20182;&#22312;&#40614;&#24403;&#21171;&#24471;&#21040;&#19968;&#20221;&#24037;&#20316;&#65292;&#21364;&#20174;&#25910;&#38134;&#26426;&#37324;&#20599;&#38065;&#12290;&#20182;&#21334;&#36807;&#19968;&#38453;&#23376;&#22823;&#40635;&#65292;&#24102;&#19968;&#25226;&#28857;&#19977;&#20116;&#19971;&#39532;&#26684;&#21162;&#22982;&#25163;&#26538;&#12290;&#20294;&#26159;&#20182;&#22312;&#31726;&#29699;&#22330;&#21644;&#32654;&#24335;&#36275;&#29699;&#22330;&#19978;&#30340;&#24378;&#24717;&#20316;&#39118;&#65292;&#27491;&#26159;&#20182;&#30340;&#20248;&#31168;&#20043;&#22788;&#65292;&#20026;&#20182;&#36194;&#24471;&#20102;&#24503;&#24030;&#22823;&#23398;&#38463;&#28789;&#39039;&#20998;&#26657;&#30340;&#31726;&#29699;&#22870;&#23398;&#37329;&#12290;</div><div><br><p></p><p>In his first semester of college, Fryer took a calculus class. On his initial exam, he scored 45 out of 100. &quot;My friends started calling me Colt 45,&quot; he remembers. The failure enraged him, and his pride kicked in. &quot;I didn&#39;t want to be like everyone else from my neighborhood,&quot; he says.</p>&#22312;&#20182;&#35835;&#22823;&#23398;&#30340;&#31532;&#19968;&#20010;&#23398;&#26399;&#65292;&#24576;&#33509;&#28572;&#36873;&#25321;&#20102;&#19968;&#38376;&#24494;&#31215;&#20998;&#35838;&#31243;&#12290;&#22312;&#31532;&#19968;&#27425;&#32771;&#35797;&#65292;&#20182;&#21482;&#24471;&#20102;&#30334;&#20998;&#20043;&#22235;&#21313;&#20116;&#20998;&#12290;&#20182;&#22238;&#24518;&#35828;&#65306;&ldquo;&#25105;&#30340;&#26379;&#21451;&#24320;&#22987;&#21483;&#25105;&#22806;&#21495;&#22235;&#21313;&#20116;&#65292;&rdquo;&#22833;&#36133;&#28608;&#24594;&#20102;&#20182;&#65292;&#20182;&#30340;&#39556;&#20658;&#36386;&#25171;&#30528;&#20182;&#65292;&ldquo;<font style="background-color:#ff0000">&#25105;&#19981;&#24819;&#25104;&#20026;&#25105;&#37051;&#23621;&#37027;&#20123;&#20154;</font>&#12290;&rdquo;</div><div><br><p></p><p>Fryer started working hard in school for the first time. He graduated in two and a half years with an economics degree. Then he got his Ph.D. at Penn State University, where he began to use the tools of economics to study the problems of inequality. He joined Harvard&#39;s faculty at age 26, a case study in the power of shifting motivations.</p>&#24576;&#33509;&#28572;&#31532;&#19968;&#27425;&#22312;&#23398;&#26657;&#24320;&#22987;&#21162;&#21147;&#24037;&#20316;&#12290;&#20182;&#20004;&#24180;&#21322;&#21518;&#27605;&#19994;&#65292;&#21462;&#24471;&#32463;&#27982;&#23398;&#23398;&#20301;&#12290;&#25509;&#19979;&#26469;&#22312;&#23486;&#24030;&#24030;&#31435;&#22823;&#23398;&#21462;&#24471;&#21338;&#22763;&#23398;&#20301;&#65292;&#22312;&#37027;&#37324;&#20182;&#24320;&#22987;&#36816;&#29992;&#32463;&#27982;&#23398;&#24037;&#20855;&#30740;&#31350;&#19981;&#24179;&#31561;&#30340;&#38382;&#39064;&#12290;&#20108;&#21313;&#20845;&#23681;&#19982;&#21704;&#20315;&#22823;&#23398;&#25945;&#24072;&#19968;&#36947;&#30740;&#31350;<font style="background-color:#ff0000">&#36716;&#31227;&#21160;&#26426;&#30340;&#33021;&#21147;</font>&#30340;&#26696;&#20363;&#12290;</div><div><br><p></p><p>At Harvard, Fryer heard about a school in New York City that was trying to incentivize kids on a small scale. The idea appealed to him because, unlike reforms focused on the teacher or the curriculum, it treated kids not as inanimate objects but as human beings who behave in interesting ways. But he had no idea if it would work.</p>&#22312;&#21704;&#20315;&#65292;&#24576;&#33509;&#28572;&#21548;&#35828;&#20102;&#32445;&#32422;&#22478;&#37324;&#19968;&#25152;&#23398;&#26657;&#65292;&#23581;&#35797;&#23567;&#35268;&#27169;&#29992;&#29289;&#36136;&#21050;&#28608;&#28608;&#21169;&#23401;&#23376;&#12290;&#36825;&#20010;&#24819;&#27861;&#21560;&#24341;&#30528;&#20182;&#65292;&#22240;&#20026;&#36825;&#19981;&#21516;&#20110;&#20851;&#27880;&#25945;&#24072;&#21644;&#35838;&#31243;&#30340;&#25945;&#25913;&#65292;&#36825;&#20010;&#24819;&#27861;&#27809;&#26377;&#25226;&#23401;&#23376;&#24403;&#25104;&#27515;&#29289;&#23545;&#24453;&#65292;&#32780;&#26159;&#24403;&#25104;&#20030;&#27490;&#26377;&#36259;&#30340;&#27963;&#20154;&#12290;&#20294;&#26159;&#20182;&#19981;&#30693;&#36947;&#26159;&#21542;&#26377;&#29992;&#12290;</div><br><p></p><p>In 2005 he persuaded Gavin Samms, a friend and Harvard colleague, to go to New York City with him to try to sign up some schools for a pilot program. &quot;We didn&#39;t know anything about what we were doing,&quot; Fryer says. They couldn&#39;t afford to stay in New York, so they stayed at a hotel in the Meadowlands &mdash; a grim tract of wetlands in New Jersey. Then they drove around to pitch the idea to principals.</p>&#20108;&#12295;&#12295;&#20116;&#24180;&#65292;&#20182;&#35828;&#26381;&#26705;&#22025;&#25991;&#65292;&#26159;&#20182;&#30340;&#26379;&#21451;&#21644;&#21704;&#20315;&#22823;&#23398;&#30340;&#21516;&#20107;&#65292;&#19982;&#20182;&#19968;&#21516;&#21435;&#32445;&#32422;&#22478;&#20026;&#19968;&#20010;&#35797;&#28857;&#39033;&#30446;&#19982;&#19968;&#20123;&#23398;&#26657;&#31614;&#35746;&#21512;&#21516;&#12290;&#24576;&#33509;&#28572;&#35828;&#65306;&ldquo;&#20851;&#20110;&#25105;&#20204;&#35201;&#20570;&#30340;&#20107;&#24773;&#65292;&#25105;&#20204;&#24182;&#19981;&#30693;&#36947;&#20219;&#20309;&#19996;&#35199;&#12290;&rdquo;&#20182;&#20204;&#27809;&#38065;&#21574;&#22312;&#32445;&#32422;&#65292;&#22240;&#27492;&#20182;&#20204;&#21574;&#22312;&#26757;&#22810;&#20848;&#20857;&#30340;&#19968;&#23478;&#23486;&#39302;&#65292;&#36825;&#26159;&#26032;&#27901;&#35199;&#24030;&#30340;&#19968;&#29255;&#38452;&#20919;&#30340;&#27836;&#27901;&#22320;&#24102;&#12290;&#28982;&#21518;&#20182;&#20204;&#22235;&#22788;&#39537;&#36710;&#28216;&#35828;&#26657;&#38271;&#20204;&#12290;<br><br><p></p><p>One day while they were visiting a school, they got a call from the school system&#39;s headquarters, which had originally approved their project. &quot;They said, &#39;You gotta leave now,&#39; &quot; Samms remembers. &quot; &#39;You gotta leave the schools.&#39; &quot; Fryer protested, but he lost. &quot;It was just too political,&quot; he says. &quot;It was an election year. They&#39;d already gotten letters saying, &#39;You can&#39;t be paying kids.&#39; &quot;</p>&#26377;&#19968;&#22825;&#24403;&#20182;&#20204;&#21442;&#35266;&#26576;&#25152;&#23398;&#26657;&#26102;&#65292;&#20182;&#20204;&#25910;&#21040;<font style="background-color:#ff0000">&#24403;&#22320;&#25945;&#32946;&#23616;</font>&#30340;&#30005;&#35805;&#65292;&#25945;&#32946;&#23616;&#26368;&#21021;&#36190;&#21516;&#20182;&#20204;&#30340;&#39033;&#30446;&#12290;&#26705;&#22025;&#25991;&#22238;&#24518;&#35828;&#65306;&ldquo;&#20182;&#20204;&#35828;&#65292;&lsquo;&#20320;&#20204;&#24517;&#39035;&#31163;&#24320;&#12290;&#20320;&#20204;&#24471;&#31163;&#24320;&#36825;&#20123;&#23398;&#26657;&#12290;&rsquo;&rdquo;&#24576;&#33509;&#28572;&#34920;&#31034;&#25239;&#35758;&#65292;&#20294;&#26159;&#26080;&#25928;&#12290;&#20182;&#35828;&#65306;&ldquo;&#36825;&#20063;&#22826;&#25919;&#27835;&#21270;&#20102;&#12290;&#37027;&#26159;&#19968;&#24180;&#36873;&#20030;&#24180;&#12290;&#26377;&#20154;&#32473;&#20182;&#20204;&#20889;&#20449;&#35828;&#65292;&lsquo;&#20320;&#20204;&#19981;&#33021;&#20184;&#38065;&#32473;&#23401;&#23376;&#20204;&#65281;&rsquo;&rdquo;<br><br><p></p><p>New York City schools chancellor Joel Klein doesn&#39;t remember kicking Fryer out, but he concedes that the program was contentious. &quot;When people want to try new and different things in education,&quot; Klein says, &quot;it will always stir up controversy.&quot;</p>&#32445;&#32422;&#24066;&#25945;&#32946;&#23616;&#38271;&#20919;&#20052;&#19981;&#35760;&#24471;&#39537;&#36880;&#36807;&#24576;&#33509;&#28572;&#65292;&#20294;&#20182;&#25215;&#35748;&#35813;&#39033;&#30446;&#24825;&#20154;&#20105;&#35758;&#12290;&#20919;&#20052;&#35828;&#65306;&ldquo;&#24403;&#20154;&#20204;&#24819;&#35201;&#22312;&#25945;&#32946;&#30028;&#23581;&#35797;&#26032;&#30340;&#19981;&#21516;&#30340;&#19996;&#35199;&#65292;&#24635;&#26159;&#33021;&#24341;&#36215;&#20105;&#35770;&#12290;&rdquo;<br><br><p></p><p>In January 2007, after the mayoral election had come and gone, Fryer returned to New York &mdash; this time with a more audacious plan. He wanted to create a treatment group and a control group, just like a real scientist. And he had a $2 million grant from the Broad Foundation, which had taken an interest in Fryer because of the scientific rigor of his approach.</p>&#20108;&#12295;&#12295;&#19971;&#24180;&#19968;&#26376;&#65292;&#32463;&#21382;&#36807;&#21254;&#21254;&#26469;&#21435;&#30340;&#24066;&#38271;&#36873;&#20030;&#65292;&#24576;&#33509;&#28572;&#22238;&#21040;&#32445;&#32422;&#65292;&#36825;&#27425;&#24102;&#30528;&#19968;&#39033;&#26356;&#21152;&#22823;&#32966;&#30340;&#35745;&#21010;&#12290;&#20182;&#24819;&#24314;&#31435;&#36215;&#23454;&#39564;&#32452;&#21644;&#23545;&#29031;&#32452;&#65292;&#23601;&#20687;&#30495;&#27491;&#30340;&#31185;&#23398;&#23478;&#19968;&#26679;&#12290;&#20182;&#20174;&#24067;&#32599;&#24503;&#22522;&#37329;&#20250;&#33719;&#24471;&#20004;&#30334;&#19975;&#32654;&#20803;&#36192;&#27454;&#65292;&#35813;&#22522;&#37329;&#20250;&#23545;&#20182;&#24863;&#20852;&#36259;&#26159;&#22240;&#20026;&#20182;&#30340;&#26041;&#27861;&#26377;&#30528;&#31185;&#23398;&#23478;&#30340;&#20005;&#35880;&#12290;<br><br><p></p><p>This time, Fryer wanted to get a random sample of city schools to participate. Which is not as easy as it sounds. At some schools, the principal and teachers opened their arms wide and said, &quot;Sure. We&#39;re struggling here. We&#39;ll try anything.&quot; At others, Fryer had to spend hours pleading with staff who felt kids should learn for the love of learning &mdash; not for the cash. &quot;To this day, I can&#39;t tell you what will predict one or the other,&quot; he says. &quot;I could walk into a completely failing school, with crack vials on the ground outside, and say, &#39;Hey, I went to a school like this, and I want to help.&#39; And people would just browbeat me about &#39;the love of learning,&#39; and I would be like, &#39;But I just stepped on crack vials out there! There are fights in the hallways! We&#39;re beyond that.&#39; &quot;</p>&#36825;&#27425;&#65292;&#24576;&#33509;&#28572;&#24076;&#26395;&#24471;&#21040;&#19968;&#25152;&#22478;&#24066;&#23398;&#26657;&#30340;&#38543;&#26426;&#26679;&#26412;&#21442;&#19982;&#23454;&#39564;&#12290;&#36825;&#24182;&#19981;&#20687;&#21548;&#36215;&#26469;&#37027;&#20040;&#23481;&#26131;&#12290;&#22312;&#26576;&#20123;&#23398;&#26657;&#65292;&#26657;&#38271;&#21644;&#25945;&#24072;&#24352;&#24320;&#21452;&#33218;&#27426;&#36814;&#65306;&ldquo;&#24403;&#28982;&#21487;&#20197;&#12290;&#25105;&#20204;&#22312;&#36825;&#37324;&#33510;&#33510;&#25379;&#25166;&#12290;&#25105;&#20204;&#24895;&#24847;&#23581;&#35797;&#20219;&#20309;&#19996;&#35199;&#12290;&rdquo;&#20854;&#20182;&#19968;&#20123;&#23398;&#26657;&#65292;&#24576;&#33509;&#28572;&#19981;&#24471;&#19981;&#33457;&#36153;&#22823;&#37327;&#26102;&#38388;&#24691;&#27714;&#37027;&#20123;&#35273;&#24471;&#23401;&#23376;&#24212;&#35813;&#23398;&#20064;&#23545;&#23398;&#20064;&#30340;&#28909;&#29233;&#32780;&#19981;&#26159;&#37329;&#38065;&#30340;&#21592;&#24037;&#12290;&#20182;&#35828;&#65306;&ldquo;&#36804;&#20170;&#20026;&#27490;&#65292;&#25105;&#26080;&#27861;&#29468;&#21040;&#35841;&#20250;&#31572;&#24212;&#35841;&#20250;&#25298;&#32477;&#12290;&#25105;&#36208;&#36827;&#19968;&#25152;&#23436;&#20840;&#22833;&#36133;&#30340;&#23398;&#26657;&#65292;&#23460;&#22806;&#22378;&#22330;&#19978;&#28385;&#26159;&#30862;&#29627;&#29827;&#29942;&#65292;&#25105;&#35828;&#65292;&lsquo;&#21992;&#65292;&#25105;&#24819;&#35201;&#36825;&#26679;&#19968;&#25152;&#23398;&#26657;&#65292;&#25105;&#24819;&#24110;&#21161;&#20320;&#20204;&#12290;&rsquo;&#20154;&#20204;&#21482;&#24819;&#29992;&lsquo;&#23545;&#23398;&#20064;&#30340;&#28909;&#29233;&rsquo;&#21523;&#21804;&#25105;&#65292;&#25105;&#20250;&#36825;&#26679;&#35828;&#65292;&lsquo;&#25105;&#22312;&#22806;&#38754;&#21482;&#30475;&#21040;&#28385;&#22320;&#30340;&#30862;&#29627;&#29827;&#29942;&#65281;&#36208;&#24266;&#19978;&#26377;&#20154;&#22312;&#25171;&#26550;&#65281;&#35753;&#25105;&#20204;&#20570;&#24471;&#26356;&#22909;&#20123;&#21543;&rsquo;&rdquo;<br><br><p></p><p>Eventually, Fryer and his team got 143 schools to sign up. About half would be randomly selected as a control group, meaning the kids would not be paid. In the other half, students would earn money for their performance on 10 routine tests given throughout the year.</p>&#26368;&#21518;&#65292;&#24576;&#33509;&#28572;&#21450;&#20854;&#22242;&#38431;&#19982;&#19968;&#30334;&#22235;&#21313;&#19977;&#25152;&#23398;&#26657;&#31614;&#35746;&#20102;&#21512;&#21516;&#12290;&#22823;&#32422;&#19968;&#21322;&#34987;&#38543;&#26426;&#36873;&#20316;&#23545;&#29031;&#32452;&#65292;&#36825;&#24847;&#21619;&#30528;&#36825;&#20123;&#23401;&#23376;&#19981;&#20250;&#24471;&#21040;&#25253;&#37228;&#12290;&#21478;&#22806;&#19968;&#21322;&#65292;&#23398;&#29983;&#23558;&#20026;&#20854;&#22312;&#20840;&#24180;&#21313;&#39033;&#20363;&#34892;&#27979;&#35797;&#20013;&#30340;&#34920;&#29616;&#36186;&#21462;&#37329;&#38065;&#12290;<br><br><p></p><p>The summer before the experiment began, a New York&nbsp;<i>Daily News</i>&nbsp;reporter heard about the plan. The story, headlined &quot;It&#39;s a Cash Course,&quot; quoted an antitesting activist who called the plan &quot;horrendous.&quot; One of Fryer&#39;s other funders pulled half a million dollars. Fryer got kicked out of the schools again, he says. This time, Klein took him to a Yankees game. A few days later, Fryer was allowed back in the schools. But he started waking up at 3 a.m. to check the newspapers.</p>&#23454;&#39564;&#24320;&#22987;&#21069;&#30340;&#22799;&#22825;&#65292;&#32445;&#32422;&#12298;&#27599;&#26085;&#26032;&#38395;&#12299;&#35760;&#32773;&#21548;&#21040;&#36825;&#39033;&#35745;&#21010;&#12290;&#25253;&#36947;&#30340;&#26631;&#39064;&#20889;&#30528;&ldquo;&#36825;&#26159;&#19968;&#38376;&#29616;&#37329;&#35838;&#31243;&rdquo;&#65292;&#24341;&#29992;&#19968;&#20301;&#21453;&#23545;&#32771;&#35797;&#27963;&#21160;&#23478;&#30340;&#35805;&#35828;&#65292;&#36825;&#39033;&#35745;&#21010;&#26159;&ldquo;&#26497;&#20854;&#21487;&#24597;&#30340;&rdquo;&#12290;&#24576;&#33509;&#28572;&#35828;&#65292;&#19968;&#20301;&#36164;&#21161;&#32773;&#25277;&#36208;&#20102;&#19968;&#30334;&#19975;&#32654;&#20803;&#65292;&#20182;&#20877;&#27425;&#34987;&#36825;&#20123;&#23398;&#26657;&#36214;&#36208;&#12290;&#36825;&#27425;&#65292;&#20919;&#20052;&#24102;&#20182;&#21435;&#30475;&#20102;&#19968;&#22330;&#27915;&#22522;&#38431;&#30340;&#27604;&#36187;&#12290;&#20960;&#22825;&#20043;&#21518;&#65292;&#24576;&#33509;&#28572;&#33719;&#20934;&#22238;&#21040;&#23398;&#26657;&#12290;&#20294;&#26159;&#20182;&#24320;&#22987;&#26089;&#19978;&#19977;&#28857;&#38047;&#36215;&#24202;&#26816;&#26597;&#25253;&#32440;&#12290;<br><br><p></p><p>The anger was not something Fryer had anticipated. &quot;I totally underestimated how pissed off people would be because of this,&quot; he says. &quot;This is exactly the kind of R&amp;D education needs. I never said it was going to solve all education problems. I just thought it deserved to be tested.&quot;&nbsp;<a class="vt-p" href="http://www.time.com/time/specials/packages/article/0,28804,1937938_1937934,00.html" target="_blank">(See the 10 best college presidents.)</a></p>&#24576;&#33509;&#28572;&#24182;&#19981;&#24635;&#26159;&#33021;&#39044;&#26009;&#21040;&#24868;&#24594;&#12290;&#20182;&#35828;&#65306;&ldquo;&#25105;&#23436;&#20840;&#20302;&#20272;&#20102;&#20154;&#20204;&#20250;&#22240;&#27492;&#20135;&#29983;&#22810;&#22823;&#30340;&#24868;&#24594;&#12290;&#36825;&#27491;&#26159;&#36825;&#31867;&#25945;&#32946;&#30740;&#21457;&#25152;&#38656;&#35201;&#30340;&#12290;&#25105;&#20174;&#19981;&#35828;&#23427;&#20250;&#35299;&#20915;&#25152;&#26377;&#25945;&#32946;&#38382;&#39064;&#12290;&#25105;&#21482;&#26159;&#35273;&#24471;&#23427;&#20540;&#24471;&#19968;&#35797;&#12290;&rdquo;&#65288;&#35265;&#21313;&#20301;&#26368;&#22909;&#30340;&#22823;&#23398;&#26657;&#38271;&#65289;<br><br><p></p><p>The most damning criticism of Fryer came from psychologists like the University of Rochester&#39;s Edward Deci, who has spent his career studying motivation. Deci has found that money &mdash; like other tangible rewards &mdash; does not work very well to motivate people over the long term, particularly for tasks that involve creativity. In fact, there is a lot of evidence that rewards can have the perverse effect of making people perform worse.</p>&#23545;&#24576;&#33509;&#28572;&#26368;&#24378;&#28872;&#30340;&#25209;&#35780;&#26469;&#33258;&#32599;&#20999;&#26031;&#29305;&#22823;&#23398;&#30340;&#24515;&#29702;&#23398;&#23478;&#24503;&#35199;&#29233;&#21326;&#65292;&#20182;&#30340;&#32844;&#19994;&#23601;&#26159;&#30740;&#31350;&#21160;&#26426;&#12290;&#24503;&#35199;&#21457;&#29616;&#37329;&#38065;&mdash;&mdash;&#25110;&#32773;&#20854;&#20182;&#26377;&#24418;&#30340;&#22238;&#25253;&mdash;&mdash;&#24182;&#19981;&#33021;&#24456;&#22909;&#30340;&#38271;&#26102;&#38388;&#28608;&#21169;&#20154;&#65292;&#23588;&#20854;&#26159;&#23545;&#37027;&#20123;&#38656;&#35201;&#21019;&#36896;&#21147;&#30340;&#20219;&#21153;&#12290;&#20107;&#23454;&#19978;&#65292;&#26377;&#24456;&#22810;&#35777;&#25454;&#34920;&#26126;&#65292;&#29289;&#36136;&#22870;&#21169;&#20250;&#24102;&#26469;&#22351;&#24433;&#21709;&#65292;&#35753;&#20154;&#20204;&#34920;&#29616;&#31967;&#31957;&#12290;<br><br><p></p><p>A classic experiment in support of this hypothesis took place at a nursery school at Stanford University in the early 1970s. There, researchers divided 51 toddlers into groups. All the kids were asked to draw a picture with markers. But one group was told in advance that they would get a special reward &mdash; a certificate with a gold star and a red ribbon &mdash; in exchange for their work. The kids did the drawings, and the ones in the treatment group got their certificates.</p>&#25903;&#25345;&#36825;&#19968;&#20551;&#35828;&#30340;&#32463;&#20856;&#23454;&#39564;&#21457;&#29983;&#22312;&#19968;&#20061;&#19971;&#12295;&#24180;&#20195;&#30340;&#26031;&#22374;&#31119;&#22823;&#23398;&#24188;&#20799;&#22253;&#12290;&#22312;&#37027;&#37324;&#65292;&#30740;&#31350;&#32773;&#23558;&#20116;&#21313;&#19968;&#21517;&#24188;&#20799;&#20998;&#25104;&#33509;&#24178;&#32452;&#12290;&#25152;&#26377;&#23401;&#23376;&#34987;&#35201;&#27714;&#29992;&#24425;&#31508;&#30011;&#19968;&#24133;&#30011;&#12290;&#20854;&#20013;&#19968;&#20010;&#32452;&#20107;&#20808;&#34987;&#21578;&#30693;&#20182;&#20204;&#23558;&#20250;&#33719;&#24471;&#19968;&#20221;&#29305;&#27530;&#22870;&#21169;&#65292;&#19968;&#20221;&#24102;&#26377;&#37329;&#33394;&#26143;&#26143;&#30340;&#35777;&#20070;&#21644;&#19968;&#26465;&#32418;&#33394;&#32502;&#24102;&#65292;&#20197;&#25903;&#20184;&#20182;&#20204;&#30340;&#24037;&#20316;&#12290;&#23401;&#23376;&#20204;&#30011;&#30011;&#65292;&#23454;&#39564;&#32452;&#30340;&#23401;&#23376;&#20204;&#24471;&#21040;&#20102;&#20182;&#20204;&#30340;&#35777;&#20070;&#12290;<br><br><p></p><p>A few weeks later, the researchers observed the children through a one-way mirror on a normal school day. They found that the kids who had received the award spent half as much time drawing for fun as those who had not been rewarded. The reward, it seemed, diminished the act of drawing. So instead of giving kids gold stars, Deci says, we should teach them to derive intrinsic pleasure from the task itself. &quot;What we really want is for people to value the activity of learning,&quot; he says. People of all ages perform better and work harder if they are actually enjoying the work &mdash; not just the reward that comes later.</p>&#20960;&#21608;&#20043;&#21518;&#65292;&#30740;&#31350;&#20154;&#21592;&#36890;&#36807;&#21333;&#21521;&#38236;&#35266;&#23519;&#20102;&#23398;&#26657;&#30340;&#27491;&#24120;&#19968;&#22825;&#12290;&#20182;&#20204;&#21457;&#29616;&#24471;&#21040;&#25253;&#37228;&#30340;&#23401;&#23376;&#20204;&#33457;&#36153;&#22312;&#20026;&#20048;&#36259;&#32780;&#30011;&#30011;&#30340;&#26102;&#38388;&#65292;&#21482;&#26377;&#37027;&#20123;&#27809;&#26377;&#24471;&#21040;&#25253;&#37228;&#30340;&#23401;&#23376;&#30340;&#19968;&#21322;&#12290;&#30475;&#36215;&#26469;&#65292;&#25253;&#37228;&#20943;&#23569;&#20102;&#30011;&#30011;&#30340;&#34892;&#20026;&#12290;&#24503;&#35199;&#35828;&#65292;&#22240;&#27492;&#25105;&#20204;&#19981;&#24212;&#35813;&#32473;&#23401;&#23376;&#20204;&#23567;&#26143;&#26143;&#65292;&#25105;&#20204;&#24212;&#35813;&#25945;&#20182;&#20204;&#20174;&#20219;&#21153;&#26412;&#36523;&#33719;&#24471;&#20869;&#22312;&#20048;&#36259;&#12290;&#20182;&#35828;&#65306;&ldquo;&#25105;&#20204;&#30495;&#27491;&#24819;&#35201;&#30340;&#65292;&#26159;&#35753;&#20154;&#20204;&#35780;&#20215;&#23398;&#20064;&#27963;&#21160;&#12290;&rdquo;&#21508;&#24180;&#40836;&#27573;&#30340;&#20154;&#20204;&#34920;&#29616;&#26356;&#22909;&#12289;&#24037;&#20316;&#26356;&#21162;&#21147;&#65292;&#21482;&#35201;&#20182;&#20204;&#30495;&#30340;&#20139;&#21463;&#24037;&#20316;&#65292;&#32780;&#19981;&#26159;&#20026;&#20102;&#38543;&#21518;&#32780;&#26469;&#30340;&#25253;&#37228;&#12290;<br><br><p></p><p>In principle, Fryer agrees. &quot;Kids should learn for the love of learning,&quot; he says. &quot;But they&#39;re not. So what shall we do?&quot; Most teenagers do not look at their math homework the way toddlers look at a blank piece of paper. It would be wonderful if they did. Maybe one day we will all approach our jobs that way. But until then, most adults work primarily for money, and in a curious way, we seem to be holding kids to a higher standard than we hold ourselves.</p>&#24576;&#33509;&#28572;&#20174;&#21407;&#21017;&#19978;&#34920;&#31034;&#21516;&#24847;&#12290;&#20182;&#35828;&#65306;&ldquo;&#23401;&#23376;&#20204;&#24212;&#35813;&#23398;&#20064;&#23545;&#23398;&#20064;&#30340;&#28909;&#29233;&#12290;&#20294;&#26159;&#20182;&#20204;&#24182;&#27809;&#26377;&#12290;&#37027;&#20040;&#25105;&#20204;&#24212;&#35813;&#20570;&#20123;&#20160;&#20040;&#65311;&rdquo;&#22823;&#22810;&#25968;&#38738;&#23569;&#24180;&#30475;&#21040;&#20182;&#20204;&#30340;&#25968;&#23398;&#23478;&#24237;&#20316;&#19994;&#65292;&#19981;&#20687;&#24188;&#20799;&#30475;&#21040;&#19968;&#24352;&#30333;&#32440;&#37027;&#26679;&#27427;&#21916;&#12290;&#30495;&#35201;&#36825;&#26679;&#37027;&#20498;&#24456;&#22909;&#12290;&#20063;&#35768;&#26377;&#19968;&#22825;&#25105;&#20204;&#37117;&#33021;&#20687;&#36825;&#26679;&#20570;&#25105;&#20204;&#30340;&#24037;&#20316;&#12290;&#20294;&#26159;&#22312;&#37027;&#20043;&#21069;&#65292;&#22823;&#22810;&#25968;&#25104;&#24180;&#20154;&#20027;&#35201;&#26159;&#20026;&#20102;&#38065;&#32780;&#24037;&#20316;&#65292;&#22855;&#24618;&#30340;&#26159;&#65292;&#25105;&#20204;&#20284;&#20046;&#25226;&#23401;&#23376;&#25918;&#22312;&#19968;&#20010;&#27604;&#25105;&#20204;&#26356;&#39640;&#30340;&#26631;&#20934;&#19978;&#20102;&#12290;<br><br><p></p><p>In the fall of 2007, the New York City experiment began. Fourth-graders could earn a maximum of $25 per test, and seventh-graders could earn up to $50 per test. To participate, kids had to get their parents&#39; permission &mdash; and 82% of them did. Most of them also opened savings accounts so the money could be directly deposited into them. Meanwhile, Fryer and his team found other testing grounds. In Chicago, Fryer worked with schools chief Arne Duncan, now President Obama&#39;s Education Secretary, to design a program to reward ninth-graders for good grades. Over beer and pizza in a South Side bowling alley, they sketched out a plan to pay kids $50 for each A, $35 for a B and $20 for a C, up to $2,000 a year. But half of their earnings would be set aside in an account, to be redeemed only upon high school graduation.</p>&#20108;&#12295;&#12295;&#19971;&#24180;&#31179;&#22825;&#65292;&#32445;&#32422;&#24066;&#30340;&#23454;&#39564;&#24320;&#22987;&#21551;&#21160;&#12290;&#22235;&#24180;&#32423;&#23398;&#29983;&#27599;&#27425;&#32771;&#35797;&#26368;&#22810;&#21487;&#20197;&#36186;&#21462;&#20108;&#21313;&#20116;&#32654;&#20803;&#65292;&#19971;&#24180;&#32423;&#23398;&#29983;&#27599;&#27425;&#32771;&#35797;&#26368;&#22810;&#21487;&#20197;&#36186;&#21462;&#20116;&#21313;&#32654;&#20803;&#12290;&#35201;&#21442;&#19982;&#23454;&#39564;&#65292;&#23401;&#23376;&#24517;&#39035;&#24471;&#21040;&#23478;&#38271;&#30340;&#35768;&#21487;&mdash;&mdash;&#30334;&#20998;&#20043;&#20843;&#21313;&#20108;&#37117;&#24471;&#21040;&#20102;&#12290;&#20182;&#20204;&#22823;&#22810;&#25968;&#36824;&#24320;&#35774;&#23384;&#20648;&#36134;&#25143;&#65292;&#36825;&#26679;&#21487;&#20197;&#30452;&#25509;&#25226;&#38065;&#36716;&#32473;&#20182;&#20204;&#12290;&#21516;&#26102;&#65292;&#24576;&#33509;&#28572;&#21450;&#20854;&#22242;&#38431;&#23547;&#25214;&#20854;&#20182;&#23454;&#39564;&#22330;&#22320;&#12290;&#22312;&#33437;&#21152;&#21733;&#65292;&#24576;&#33509;&#28572;&#19982;&#30563;&#23398;&#38271;&#37011;&#32943;&#24245;&#65292;&#29616;&#20219;&#22885;&#24052;&#39532;&#25919;&#24220;&#25945;&#32946;&#37096;&#38271;&#65292;&#20849;&#21516;&#35774;&#35745;&#19968;&#22871;&#26041;&#26696;&#65292;&#22870;&#21169;&#20061;&#24180;&#32423;&#23398;&#29983;&#30340;&#22909;&#25104;&#32489;&#12290;&#22312;&#21335;&#23736;&#20445;&#40836;&#29699;&#39302;&#28748;&#20102;&#19968;&#36890;&#21860;&#37202;&#21644;&#27604;&#33832;&#39292;&#65292;&#20182;&#20204;&#21246;&#30011;&#20986;&#20102;&#19968;&#20221;&#35745;&#21010;&#65292;&#20026;&#27599;&#20010;&#33719;&#24471;&#20248;&#31168;&#30340;&#23401;&#23376;&#25903;&#20184;&#20116;&#21313;&#32654;&#20803;&#65292;&#33391;&#22909;&#19977;&#21313;&#20116;&#32654;&#20803;&#65292;&#20013;&#31561;&#20108;&#21313;&#32654;&#20803;&#65292;&#19968;&#24180;&#20004;&#21315;&#20803;&#23553;&#39030;&#12290;&#20294;&#26159;&#20182;&#20204;&#25910;&#20837;&#30340;&#19968;&#21322;&#20250;&#34987;&#23384;&#20837;&#19968;&#20010;&#36134;&#25143;&#65292;&#39640;&#20013;&#27605;&#19994;&#30340;&#26102;&#20505;&#25165;&#33021;&#21462;&#22238;&#12290;<br><br><p></p><p>In Washington, middle schoolers would be paid for a portfolio of five different metrics, including attendance and good behavior. If they hit perfect marks in every category, they could make $100 every two weeks. Schools in Dallas got the simplest scheme and the one targeting the youngest children: every time second-graders read a book and successfully completed a computerized quiz about it, they earned $2. Straightforward &mdash; and cheap. The average earning would turn out to be about $14 (for seven books read) per year.</p>&#22312;&#21326;&#30427;&#39039;&#65292;&#21021;&#20013;&#29983;&#23558;&#25353;&#29031;&#20116;&#31181;&#19981;&#21516;&#25351;&#26631;&#30340;&#32452;&#21512;&#33719;&#24471;&#25253;&#37228;&#65292;&#20854;&#20013;&#21253;&#25324;&#20986;&#21220;&#21644;&#33391;&#22909;&#34892;&#20026;&#12290;&#22914;&#26524;&#20182;&#20204;&#27599;&#20010;&#31867;&#21035;&#37117;&#24471;&#21040;&#28385;&#20998;&#65292;&#20182;&#20204;&#23601;&#21487;&#20197;&#27599;&#20004;&#21608;&#25343;&#21040;&#19968;&#30334;&#32654;&#20803;&#12290;&#36798;&#25289;&#26031;&#30340;&#23398;&#26657;&#37319;&#29992;&#26368;&#31616;&#21333;&#30340;&#26041;&#26696;&#65292;&#30446;&#26631;&#26159;&#26368;&#24180;&#24188;&#30340;&#23401;&#23376;&#65306;&#20108;&#24180;&#32423;&#23398;&#29983;&#27599;&#35835;&#19968;&#26412;&#20070;&#65292;&#24182;&#23436;&#25104;&#30456;&#20851;&#30340;&#35745;&#31639;&#26426;&#27979;&#35797;&#65292;&#23601;&#21487;&#20197;&#36186;&#21462;&#20004;&#32654;&#20803;&#12290;&#30452;&#25509;&#19988;&#20415;&#23452;&#12290;&#24179;&#22343;&#27599;&#24180;&#33021;&#24471;&#21040;&#22823;&#32422;&#21313;&#22235;&#32654;&#20803;&#30340;&#25910;&#20837;&#65288;&#38405;&#35835;&#19971;&#26412;&#20070;&#65289;&#12290;<br><br><p></p><p>The early feedback was promising. Principals were lobbying to get their schools switched out of the control group and into the treatment group. Parents began using the paychecks as progress reports, contacting teachers to find out why their kids&#39; checks had gone up or down. In Chicago, Duncan discovered that the program affected kids in ways he&#39;d never expected. &quot;I remember going to schools and seeing how excited the kids were when they got their checks. They were like pep rallies &mdash; but around academic success!&quot; he says. Fryer appeared on&nbsp;<i>The Colbert Report</i>&nbsp;and CNN to talk about the experiment, and that&#39;s about when the death threats started. All the while, Fryer refused to speculate about what the data would reveal. He was not all that interested in whether the kids raised their grades or turned in their homework. Grades are subjective. The more objective measure would come at the end of the year, when the students took their standardized tests. Would they improve more than the kids who were not getting paid? Or would they, as the psychologists predicted, actually do worse? &quot;If it doesn&#39;t work, we&#39;re going to stop and start doing something else,&quot; says Washington schools chancellor Michelle Rhee. &quot;But if it does work, it should drive where we put our money.&quot;&nbsp;<a class="vt-p" href="http://www.time.com/time/video/player/0,32068,3349235001_1862693,00.html" target="_blank">(Watch Michelle Rhee talk about D.C. schools.)</a></p>&#26089;&#26399;&#30340;&#21453;&#39304;&#26159;&#26377;&#24076;&#26395;&#30340;&#12290;&#26657;&#38271;&#20204;&#28216;&#35828;&#25226;&#20182;&#20204;&#30340;&#23398;&#26657;&#25442;&#20986;&#23545;&#29031;&#32452;&#65292;&#21152;&#20837;&#23454;&#39564;&#32452;&#12290;&#23478;&#38271;&#20204;&#24320;&#22987;&#25226;&#34218;&#27700;&#25903;&#31080;&#24403;&#25104;&#36827;&#24230;&#25253;&#21578;&#65292;&#32852;&#31995;&#32769;&#24072;&#24324;&#28165;&#26970;&#20026;&#20160;&#20040;&#20182;&#20204;&#23401;&#23376;&#30340;&#25903;&#31080;&#20250;&#19978;&#21319;&#19979;&#36300;&#12290;&#22312;&#33437;&#21152;&#21733;&#65292;&#37011;&#32943;&#24245;&#21457;&#29616;&#35813;&#39033;&#30446;&#20250;&#20197;&#20182;&#20174;&#26410;&#24819;&#21040;&#30340;&#26041;&#24335;&#24433;&#21709;&#23401;&#23376;&#12290;&#20182;&#35828;&#65306;&ldquo;&#25105;&#35760;&#24471;&#25105;&#26469;&#21040;&#23398;&#26657;&#65292;&#30475;&#21040;&#23401;&#23376;&#20204;&#39046;&#21462;&#33258;&#24049;&#30340;&#25903;&#31080;&#26102;&#26377;&#22810;&#20852;&#22859;&#12290;&#20182;&#20204;&#23601;&#20687;&#21442;&#21152;&#20102;&#36187;&#21069;&#21160;&#21592;&#20250;&mdash;&mdash;&#20294;&#36825;&#27425;&#26159;&#20914;&#30528;&#23398;&#26415;&#32988;&#21033;&#21435;&#30340;&#65281;&rdquo;&#24576;&#33509;&#28572;&#20986;&#29616;&#22312;&#12298;&#26607;&#23572;&#20271;&#29305;&#25253;&#21578;&#12299;&#65292;&#24182;&#22312;CNN&#19978;&#35848;&#21450;&#36825;&#39033;&#23454;&#39564;&#65292;&#20110;&#26159;&#27515;&#20129;&#23041;&#32961;&#24320;&#22987;&#20102;&#12290;&#24576;&#33509;&#28572;&#19968;&#30452;&#37117;&#25298;&#32477;&#29468;&#27979;&#21738;&#20123;&#25968;&#25454;&#20250;&#27844;&#38706;&#20986;&#26469;&#12290;&#20182;&#24182;&#19981;&#26159;&#21482;&#20851;&#27880;&#23401;&#23376;&#20204;&#26159;&#21542;&#25552;&#39640;&#20102;&#31561;&#32423;&#25110;&#32773;&#19978;&#20132;&#20102;&#23478;&#24237;&#20316;&#19994;&#12290;&#31561;&#32423;&#26159;&#20027;&#35266;&#30340;&#12290;&#26356;&#20026;&#21487;&#35266;&#30340;&#35780;&#20215;&#25514;&#26045;&#23558;&#22312;&#24180;&#24213;&#23454;&#26045;&#65292;&#23626;&#26102;&#23398;&#29983;&#23558;&#21442;&#21152;&#26631;&#20934;&#21270;&#32771;&#35797;&#12290;&#20182;&#20204;&#20250;&#27604;&#27809;&#26377;&#25343;&#25253;&#37228;&#30340;&#23401;&#23376;&#36827;&#27493;&#26356;&#22810;&#20040;&#65311;&#25110;&#32773;&#22914;&#24515;&#29702;&#23398;&#23478;&#25152;&#39044;&#35328;&#30340;&#65292;&#20182;&#20204;&#23454;&#38469;&#19978;&#34920;&#29616;&#24471;&#26356;&#24046;&#65311;&#21326;&#30427;&#39039;&#29305;&#21306;&#25945;&#32946;&#23616;&#38271;&#26446;&#32654;&#23020;&#35828;&#65306;&ldquo;&#22914;&#26524;&#35813;&#39033;&#30446;&#27809;&#26377;&#29992;&#65292;&#25105;&#20204;&#23601;&#20250;&#20572;&#27490;&#23427;&#65292;&#28982;&#21518;&#24320;&#22987;&#20854;&#20182;&#23454;&#39564;&#12290;&#20294;&#22914;&#26524;&#26377;&#25928;&#65292;&#25105;&#20204;&#23558;&#20026;&#23427;&#25237;&#20837;&#26356;&#22810;&#38065;&#12290;&rdquo;&#65288;&#30475;&#26446;&#32654;&#23020;&#35848;&#21450;&#29305;&#21306;&#23398;&#26657;&#65289;<br><br><p></p><p>The results began to trickle into the lab last summer. In New York City, the $1.5 million paid to 8,320 kids for good test scores did not work &mdash; at least not in any way that&#39;s easy to measure. In Chicago, under a different model, the kids who earned money for grades attended class more often and got better grades, two major accomplishments. Those students did not, however, do better on their standardized tests at the end of the year.</p>&#21435;&#24180;&#22799;&#22825;&#65292;&#32467;&#26524;&#24320;&#22987;&#28304;&#28304;&#19981;&#26029;&#27719;&#20837;&#23454;&#39564;&#23460;&#12290;&#22312;&#32445;&#32422;&#65292;&#20026;&#33391;&#22909;&#32771;&#35797;&#25104;&#32489;&#21521;&#20843;&#21315;&#19977;&#30334;&#20108;&#21313;&#21517;&#23401;&#23376;&#25903;&#20184;&#19968;&#30334;&#20116;&#21313;&#19975;&#32654;&#20803;&#65292;&#21364;&#27809;&#26377;&#20316;&#29992;&mdash;&mdash;&#33267;&#23569;&#22312;&#20219;&#20309;&#20182;&#20204;&#23481;&#26131;&#34913;&#37327;&#30340;&#26041;&#38754;&#27809;&#26377;&#20316;&#29992;&#12290;&#22312;&#33437;&#21152;&#21733;&#65292;&#37319;&#29992;&#19981;&#21516;&#30340;&#27169;&#22411;&#65292;&#23401;&#23376;&#20204;&#36186;&#38065;&#20027;&#35201;&#38752;&#20004;&#20010;&#26041;&#38754;&#65292;&#26356;&#39057;&#32321;&#30340;&#19978;&#35838;&#21644;&#21462;&#24471;&#26356;&#22909;&#30340;&#31561;&#32423;&#12290;&#28982;&#32780;&#65292;&#36825;&#20123;&#23398;&#29983;&#22312;&#24180;&#24213;&#30340;&#26631;&#20934;&#21270;&#27979;&#35797;&#24403;&#20013;&#24182;&#27809;&#26377;&#34920;&#29616;&#20986;&#26356;&#22909;&#12290;<br><br><p></p><p>In Washington, the kids did better on standardized reading tests. Getting paid on a routine basis for a series of small accomplishments, including attendance and behavior, seemed to lead to more learning for those kids. And in Dallas, the experiment produced the most dramatic gains of all. Paying second-graders to read books significantly boosted their reading-comprehension scores on standardized tests at the end of the year &mdash; and those kids seemed to continue to do better the next year, even after the rewards stopped.</p>&#22312;&#21326;&#30427;&#39039;&#29305;&#21306;&#65292;&#23401;&#23376;&#20204;&#22312;&#26631;&#20934;&#21270;&#38405;&#35835;&#27979;&#35797;&#20013;&#34920;&#29616;&#26356;&#22909;&#12290;&#22240;&#20026;&#21253;&#25324;&#20986;&#21220;&#21644;&#34892;&#20026;&#20064;&#24815;&#22312;&#20869;&#30340;&#26085;&#24120;&#27963;&#21160;&#30340;&#19968;&#31995;&#21015;&#23567;&#23567;&#25104;&#23601;&#32780;&#33719;&#21462;&#25253;&#37228;&#65292;&#20284;&#20046;&#20250;&#35753;&#36825;&#20123;&#23401;&#23376;&#23398;&#20064;&#26356;&#22810;&#19996;&#35199;&#12290;&#22312;&#36798;&#25289;&#26031;&#65292;&#35797;&#39564;&#21462;&#24471;&#20102;&#38750;&#24120;&#24778;&#20154;&#30340;&#25104;&#26524;&#12290;&#20026;&#20108;&#24180;&#32423;&#23398;&#29983;&#38405;&#35835;&#20070;&#31821;&#25903;&#20184;&#25253;&#37228;&#65292;&#26174;&#33879;&#25552;&#39640;&#20102;&#20182;&#20204;&#22312;&#24180;&#24213;&#30340;&#26631;&#20934;&#21270;&#27979;&#35797;&#20013;&#30340;&#38405;&#35835;&#29702;&#35299;&#20998;&#25968;&#65292;&#24182;&#19988;&#36825;&#20123;&#23401;&#23376;&#20284;&#20046;&#22312;&#19979;&#19968;&#24180;&#20250;&#20570;&#24471;&#26356;&#22909;&#65292;&#29978;&#33267;&#22312;&#20572;&#27490;&#20184;&#32473;&#25253;&#37228;&#20043;&#21518;&#12290;<br><br><p></p><p>The kids had much in common. In all four cities, a majority were African American or Hispanic and from low-income families. So why did the results vary so dramatically from city to city?</p>&#23401;&#23376;&#20204;&#26377;&#35768;&#22810;&#20849;&#21516;&#20043;&#22788;&#12290;&#22312;&#36825;&#22235;&#24231;&#22478;&#24066;&#65292;&#22823;&#37096;&#20998;&#26159;&#38750;&#35028;&#12289;&#25289;&#19969;&#35028;&#25110;&#26469;&#33258;&#20302;&#25910;&#20837;&#23478;&#24237;&#12290;&#25152;&#20197;&#65292;&#20026;&#20160;&#20040;&#22478;&#24066;&#20043;&#38388;&#30340;&#32467;&#26524;&#21464;&#21270;&#20250;&#22914;&#27492;&#26174;&#33879;&#65311;<br><br><p></p><p>One clue came out of the interviews Fryer&#39;s team conducted with students in New York City. The students were universally excited about the money, and they wanted to earn more. They just didn&#39;t seem to know how. When researchers asked them how they could raise their scores, the kids mentioned test-taking strategies like reading the questions more carefully. But they didn&#39;t talk about the substantive work that leads to learning. &quot;No one said they were going to stay after class and talk to the teacher,&quot; Fryer says. &quot;Not one.&quot;</p>&#24576;&#33509;&#28572;&#30340;&#22242;&#38431;&#22312;&#32445;&#32422;&#35775;&#35848;&#23398;&#29983;&#26102;&#65292;&#19968;&#26465;&#32447;&#32034;&#28014;&#29616;&#20986;&#26469;&#12290;&#23398;&#29983;&#26222;&#36941;&#23545;&#38065;&#24456;&#24863;&#20852;&#36259;&#65292;&#20182;&#20204;&#24819;&#35201;&#36186;&#21462;&#26356;&#22810;&#12290;&#20182;&#20204;&#20284;&#20046;&#21482;&#26159;&#19981;&#30693;&#36947;&#24590;&#20040;&#20570;&#12290;&#24403;&#30740;&#31350;&#20154;&#21592;&#38382;&#21450;&#20182;&#20204;&#22914;&#20309;&#21435;&#25552;&#39640;&#25104;&#32489;&#26102;&#65292;&#23401;&#23376;&#20204;&#25552;&#21450;&#24212;&#35797;&#31574;&#30053;&#22914;&#26356;&#20180;&#32454;&#30340;&#38405;&#35835;&#39064;&#30446;&#12290;&#20294;&#20182;&#20204;&#24182;&#27809;&#26377;&#35848;&#21040;&#20419;&#36827;&#23398;&#20064;&#30340;&#23454;&#36136;&#24615;&#24037;&#20316;&#12290;&#24576;&#33509;&#28572;&#35828;&#65306;&ldquo;&#27809;&#20154;&#35828;&#20182;&#20204;&#25171;&#31639;&#22312;&#35838;&#21518;&#30041;&#19979;&#26469;&#21516;&#32769;&#24072;&#35848;&#35848;&#65292;&#19968;&#20010;&#20063;&#27809;&#26377;&#12290;&rdquo;<br><br><p></p><p>We tend to assume that kids (and adults) know how to achieve success. If they don&#39;t get there, it&#39;s for lack of effort &mdash; or talent. Sometimes that&#39;s true. But a lot of the time, people are just flying blind. John List, an economist at the University of Chicago, has noticed the disconnect in his own education experiments. He explains the problem to me this way: &quot;I could ask you to solve a third-order linear partial differential equation,&quot; he says. &quot;A what?&quot; I ask. &quot;A third-order linear partial differential equation,&quot; he says. &quot;I could offer you a million dollars to solve it. And you can&#39;t do it.&quot; (He&#39;s right. I can&#39;t.) For some kids, doing better on a geometry test is like solving a third-order linear partial differential equation, no matter the incentive.</p>&#25105;&#20204;&#20542;&#21521;&#20110;&#20551;&#35774;&#23401;&#23376;&#20204;&#65288;&#20197;&#21450;&#25104;&#24180;&#20154;&#65289;&#30693;&#36947;&#22914;&#20309;&#23454;&#29616;&#25104;&#21151;&#12290;&#22914;&#26524;&#20182;&#20204;&#27809;&#26377;&#25104;&#21151;&#65292;&#37027;&#26159;&#19981;&#22815;&#21162;&#21147;&mdash;&mdash;&#25110;&#32773;&#32570;&#20047;&#22825;&#36171;&#12290;&#26377;&#20123;&#20154;&#30340;&#30830;&#22914;&#27492;&#12290;&#20294;&#22823;&#22810;&#25968;&#26102;&#20505;&#65292;&#20154;&#20204;&#20165;&#20165;&#26159;&#22312;&#22235;&#22788;&#30606;&#25758;&#12290;&#33437;&#21152;&#21733;&#22823;&#23398;&#30340;&#32463;&#27982;&#23398;&#23478;&#40654;&#24378;&#65292;&#20182;&#27880;&#24847;&#21040;&#20182;&#30340;&#25945;&#32946;&#23454;&#39564;&#20013;&#36825;&#31181;&#33073;&#31163;&#29616;&#35937;&#12290;&#20182;&#36825;&#26679;&#21521;&#25105;&#35299;&#37322;&#36825;&#20010;&#38382;&#39064;&#65306;&ldquo;&#25105;&#21487;&#20197;&#35831;&#20320;&#35299;&#20915;&#19968;&#20010;&#19977;&#38454;&#32447;&#24615;&#20559;&#24494;&#20998;&#26041;&#31243;&#12290;&rdquo;&#25105;&#38382;&#65306;&ldquo;&#19968;&#20010;&#20160;&#20040;&#65311;&rdquo;&#20182;&#35828;&#65306;&ldquo;&#19977;&#38454;&#32447;&#24615;&#20559;&#24494;&#20998;&#26041;&#31243;&#65292;&#25105;&#21487;&#20197;&#20026;&#20320;&#25552;&#20379;&#19968;&#30334;&#19975;&#32654;&#20803;&#21435;&#35299;&#20915;&#23427;&#12290;&#20294;&#26159;&#20320;&#20173;&#28982;&#36824;&#35299;&#19981;&#20986;&#12290;&rdquo;&#65288;&#20182;&#26159;&#23545;&#30340;&#65292;&#25105;&#35299;&#19981;&#20986;&#12290;&#65289;&#23545;&#20110;&#26576;&#20123;&#23401;&#23376;&#65292;&#22312;&#20960;&#20309;&#32771;&#35797;&#20013;&#35201;&#20570;&#30340;&#26356;&#22909;&#65292;&#23601;&#20687;&#21435;&#35299;&#19977;&#38454;&#32447;&#24615;&#20559;&#24494;&#20998;&#26041;&#31243;&#65292;&#36319;&#22870;&#21169;&#26159;&#27809;&#26377;&#20851;&#31995;&#30340;&#12290;<br><br><p></p><p>Similarly, in Chicago, kids were paid for grades &mdash; a result they could not always control. There, the findings were mixed. Kids who got paid did indeed get better grades, and they also attended class more &mdash; a week and a half more over the school year. That is a big deal, since nearly half of Chicago&#39;s high school kids drop out before they graduate and the kids who skip school and fail courses as freshmen tend to be the ones who drop out. We won&#39;t know until 2012 if the experiment lowered the dropout rate, but we do know that the rewards did not raise standardized-test scores.</p>&#21516;&#26679;&#65292;&#22312;&#33437;&#21152;&#21733;&#65292;&#26681;&#25454;&#35780;&#20998;&#31561;&#32423;&#21521;&#23401;&#23376;&#20204;&#25903;&#20184;&#25253;&#37228;&mdash;&mdash;&#20182;&#20204;&#26080;&#27861;&#19968;&#30452;&#25511;&#21046;&#32467;&#26524;&#12290;&#32780;<font style="background-color:#ff0000">&#26368;&#32456;&#32467;&#26524;&#26159;&#22909;&#22351;&#21442;&#21322;</font>&#12290;&#37027;&#20123;&#33719;&#24471;&#25253;&#37228;&#30340;&#23401;&#23376;&#30340;&#30830;&#33719;&#24471;&#26356;&#22909;&#30340;&#31561;&#32423;&#65292;&#36827;&#35838;&#22530;&#21548;&#35838;&#30340;&#27425;&#25968;&#20063;&#26356;&#22810;&#65292;&#19968;&#23398;&#24180;&#33021;&#22810;&#20986;&#19968;&#21608;&#21322;&#20197;&#19978;&#12290;&#36825;&#26159;&#20010;&#22823;&#38382;&#39064;&#65292;&#22240;&#20026;&#20960;&#20046;&#23558;&#36817;&#19968;&#21322;&#30340;&#33437;&#21152;&#21733;&#39640;&#20013;&#23401;&#23376;&#37117;&#22312;&#27605;&#19994;&#21069;&#36749;&#23398;&#65292;&#37027;&#20123;&#39640;&#19968;&#23601;&#24320;&#22987;&#36867;&#23398;&#21644;&#32771;&#35797;&#19981;&#21450;&#26684;&#30340;&#23401;&#23376;&#26356;&#26377;&#21487;&#33021;&#36749;&#23398;&#12290;&#25105;&#20204;&#19981;&#30693;&#36947;&#65292;&#21040;&#20102;&#20108;&#12295;&#19968;&#20108;&#24180;&#35813;&#23454;&#39564;&#26159;&#21542;&#33021;&#38477;&#20302;&#36749;&#23398;&#29575;&#65292;&#20294;&#26159;&#25105;&#20204;&#30693;&#36947;&#22870;&#21169;&#24182;&#19981;&#33021;&#25552;&#39640;&#26631;&#20934;&#21270;&#32771;&#35797;&#20998;&#25968;&#12290;<br><br><p></p><p>So what happens if we pay kids to do tasks they know how to do? In Dallas, paying kids to read books &mdash; something almost all of them can do &mdash; made a big difference. In fact, the experiment had as big or bigger an effect on learning as many other reforms that have been tested, like lowering class size or enrolling kids in Head Start early-education programs (both of which cost thousands of dollars more per student). And the experiment also boosted kids&#39; grades. &quot;If you pay a kid to read books, their grades go up higher than if you actually pay a kid for grades, like we did in Chicago,&quot; Fryer says. &quot;Isn&#39;t that cool?&quot;</p>&#37027;&#20040;&#65292;&#22914;&#26524;&#25105;&#20204;&#20184;&#38065;&#35753;&#23401;&#23376;&#20204;&#23436;&#25104;&#20219;&#21153;&#65292;&#32780;&#20182;&#20204;&#26377;&#30693;&#36947;&#22914;&#20309;&#21435;&#20570;&#65292;&#20250;&#21457;&#29983;&#20160;&#20040;&#65311;&#22312;&#36798;&#25289;&#26031;&#65292;&#20184;&#38065;&#35753;&#23401;&#23376;&#20204;&#35835;&#20070;&mdash;&mdash;&#20960;&#20046;&#25152;&#26377;&#23401;&#23376;&#37117;&#33021;&#20570;&#30340;&#20107;&#24773;&mdash;&mdash;&#36896;&#25104;&#20102;&#24040;&#22823;&#30340;&#24046;&#21035;&#12290;&#20107;&#23454;&#19978;&#65292;&#36825;&#39033;&#23454;&#39564;&#30456;&#27604;&#20110;&#35797;&#39564;&#36807;&#30340;&#20854;&#20182;&#35768;&#22810;&#25945;&#25913;&mdash;&mdash;&#27604;&#22914;&#23567;&#29677;&#21046;&#12289;&#25250;&#27493;&#25945;&#32946;&#35745;&#21010;&#27880;&#20876;&#23398;&#29983;&#65288;&#36825;&#20004;&#39033;&#37117;&#22312;&#27599;&#20010;&#23398;&#29983;&#36523;&#19978;&#33457;&#36153;&#25968;&#21315;&#32654;&#20803;&#65289;&#65292;&#23545;&#23398;&#20064;&#20135;&#29983;&#20102;&#36739;&#22823;&#30340;&#24433;&#21709;&#12290;&#26412;&#39033;&#23454;&#39564;&#20063;&#25552;&#39640;&#20102;&#23398;&#29983;&#30340;&#31561;&#32423;&#35780;&#20998;&#12290;&#24576;&#33509;&#28572;&#35828;&#65306;&ldquo;&#22914;&#26524;&#20320;&#20184;&#38065;&#35753;&#23401;&#23376;&#35835;&#20070;&#65292;&#27604;&#36215;&#20320;&#30452;&#25509;&#20026;&#20854;&#25104;&#32489;&#20184;&#38065;&#65292;&#20182;&#20204;&#30340;&#31561;&#32423;&#35780;&#20998;&#25552;&#24471;&#26356;&#39640;&#65292;&#23601;&#20687;&#25105;&#20204;&#22312;&#33437;&#21152;&#21733;&#20570;&#30340;&#37027;&#26679;&#12290;&#36825;&#19981;&#26159;&#24456;&#37239;&#20040;&#65311;&rdquo;<br><br><p></p><p>It may also help that the kids in Dallas were the youngest in the experiment, making them more receptive to reforms. It&#39;s hard to know for sure. Another caveat is that the Dallas model worked differently on different kids. Most (including Hispanic kids and poor kids) did better when they were being paid. But the ones who spoke very little English and took their standardized tests in Spanish did not benefit from the incentives, a mystery that Fryer addresses at some length in his study but cannot entirely explain.&nbsp;<a class="vt-p" href="http://www.time.com/time/photogallery/0,29307,1951583,00.html" target="_blank">(See pictures of Detroit schoolkids sharing their dreams for the future.)</a></p>&#36798;&#25289;&#26031;&#30340;&#23401;&#23376;&#22312;&#23454;&#39564;&#20013;&#26368;&#24180;&#24188;&#65292;&#36825;&#20063;&#35768;&#26377;&#25152;&#21161;&#30410;&#65292;&#35753;&#20182;&#20204;&#26356;&#23481;&#26131;&#25509;&#21463;&#25913;&#38761;&#12290;&#36825;&#24456;&#38590;&#30830;&#23450;&#12290;&#21478;&#19968;&#20010;&#38656;&#35201;&#27880;&#24847;&#30340;&#26159;&#65292;&#36798;&#25289;&#26031;&#27169;&#22411;&#22240;&#20154;&#32780;&#24322;&#12290;&#22823;&#22810;&#25968;&#65288;&#21253;&#25324;&#25289;&#19969;&#35028;&#23401;&#23376;&#21644;&#36139;&#31351;&#23401;&#23376;&#65289;&#22312;&#24471;&#21040;&#25253;&#37228;&#30340;&#26102;&#20505;&#20570;&#30340;&#26356;&#22909;&#12290;&#20294;&#26159;&#20960;&#20046;&#19981;&#20250;&#35828;&#33521;&#35821;&#12289;&#20351;&#29992;&#35199;&#29677;&#29273;&#35821;&#23436;&#25104;&#26631;&#20934;&#21270;&#32771;&#35797;&#30340;&#23401;&#23376;&#24182;&#27809;&#26377;&#20174;&#22870;&#21169;&#20013;&#33719;&#24471;&#30410;&#22788;&#65292;&#36825;&#20010;&#35868;&#39064;&#24576;&#33509;&#28572;&#22312;&#20854;&#30740;&#31350;&#20013;&#26377;&#25152;&#35299;&#20915;&#65292;&#20294;&#19981;&#33021;&#23436;&#20840;&#35299;&#37322;&#12290;&#65288;&#21442;&#35265;&#22270;&#29255;&#65306;&#24213;&#29305;&#24459;&#23567;&#23398;&#29983;&#20998;&#20139;&#26410;&#26469;&#30340;&#26790;&#24819;&#65289;<br><br><p></p><p>Meanwhile, in Washington, each school got to choose three of the payment metrics, and some of the elements ended up being outcomes like test scores. But the students were also paid on the basis of attendance and behavior &mdash; two actions that are under their direct control. Under this hybrid model, the kids who got paid did better on their standardized reading tests. Because of the small size of the school system, the Washington sample was less well balanced than those in the other cities. But its results contain one remarkable finding: the kids who were helped the most by the experiment were the ones who are normally among the hardest to reach. &quot;The typical reform helps girls more than it helps boys,&quot; Fryer says. &quot;[This] is the opposite. In D.C., all the results are being driven by the boys. That&#39;s fascinating.&quot;</p>&#19982;&#27492;&#21516;&#26102;&#65292;&#22312;&#21326;&#30427;&#39039;&#65292;&#27599;&#25152;&#23398;&#26657;&#37117;&#21487;&#20197;&#36873;&#25321;&#19977;&#31181;&#20184;&#27454;&#26631;&#20934;&#65292;&#20854;&#20013;&#19968;&#20123;&#20869;&#23481;&#26368;&#32456;&#20250;&#25104;&#20026;&#26368;&#32456;&#32467;&#26524;&#65292;&#27604;&#22914;&#32771;&#35797;&#25104;&#32489;&#12290;&#20294;&#26159;&#23398;&#29983;&#20063;&#20250;&#22240;&#20026;&#20986;&#21220;&#21644;&#34892;&#20026;&#33719;&#24471;&#25253;&#37228;&mdash;&mdash;&#36825;&#20004;&#31181;&#27963;&#21160;&#37117;&#30452;&#25509;&#22788;&#20110;&#20182;&#20204;&#30452;&#25509;&#25511;&#21046;&#20043;&#19979;&#12290;&#22312;&#36825;&#31181;&#28151;&#21512;&#27169;&#24335;&#19979;&#65292;&#25343;&#21040;&#25253;&#37228;&#30340;&#23401;&#23376;&#65292;&#26631;&#20934;&#21270;&#38405;&#35835;&#32771;&#35797;&#20570;&#24471;&#27604;&#20197;&#24448;&#26356;&#22909;&#12290;&#22240;&#20026;&#23398;&#26657;&#20307;&#21046;&#35268;&#27169;&#36739;&#23567;&#65292;&#21326;&#30427;&#39039;&#26679;&#26412;&#27604;&#20854;&#23427;&#22478;&#24066;&#26356;&#19981;&#22343;&#34913;&#12290;&#20294;&#20854;&#32467;&#26524;&#21253;&#21547;&#30528;&#19968;&#20010;&#26174;&#33879;&#21457;&#29616;&#65306;&#22312;&#36825;&#39033;&#23454;&#39564;&#20013;&#33719;&#24471;&#24110;&#21161;&#26368;&#22810;&#30340;&#23401;&#23376;&#65292;&#26159;&#37027;&#20123;&#24179;&#26102;&#26368;&#38590;&#25509;&#35302;&#21040;&#30340;&#32676;&#20307;&#12290;&ldquo;&#20856;&#22411;&#30340;&#25945;&#25913;&#23545;&#22899;&#23401;&#30340;&#21161;&#30410;&#22810;&#20110;&#30007;&#23401;&#12290;&#22312;&#29305;&#21306;&#24688;&#22909;&#30456;&#21453;&#65292;&#25152;&#26377;&#32467;&#26524;&#37117;&#26159;&#30001;&#30007;&#23401;&#23376;&#39537;&#21160;&#30340;&#12290;&#36825;&#23454;&#22312;&#20196;&#20154;&#30528;&#36855;&#12290;&rdquo;<br><br><p></p><p>When I talked with Washington students, teachers and principals about the experiment, they appeared to have very low expectations for its long-term impact. Many of them, speaking from experience, seemed to think that nothing as simple as money could reach a certain hard core of kids. &quot;The children we had challenges with before, we still have challenges with,&quot; says Vealetta Moore-Parker, a guidance counselor who runs the incentives program at Burroughs Education Campus.</p>&#24403;&#25105;&#19982;&#21326;&#30427;&#39039;&#30340;&#23398;&#29983;&#25945;&#24072;&#21450;&#26657;&#38271;&#20204;&#35848;&#35770;&#36825;&#39033;&#23454;&#39564;&#30340;&#26102;&#20505;&#65292;&#20182;&#20204;&#23545;&#20854;&#38271;&#36828;&#24433;&#21709;&#34920;&#29616;&#20986;&#38750;&#24120;&#20302;&#30340;&#26399;&#26395;&#12290;&#20182;&#20204;&#20013;&#38388;&#35768;&#22810;&#20154;&#65292;&#20174;&#32463;&#39564;&#19978;&#35762;&#65292;&#20284;&#20046;&#35748;&#20026;&#65292;&#27809;&#26377;&#20160;&#20040;&#19996;&#35199;&#21487;&#20197;&#20687;&#38065;&#37027;&#26679;<font style="background-color:#ff0000">&#21487;&#20197;&#36731;&#26131;&#30452;&#36798;&#23401;&#23376;&#26368;&#26680;&#24515;&#30340;&#37096;&#20998;</font>&#12290;&#39759;&#21015;&#36798;&#35828;&#65306;&ldquo;&#25105;&#20204;&#36807;&#21435;&#35201;&#21644;&#23401;&#23376;&#20316;&#26007;&#20105;&#65292;&#29616;&#22312;&#20381;&#28982;&#22914;&#27492;&#12290;&rdquo;&#20182;&#26159;&#24052;&#21202;&#26031;&#25945;&#32946;&#26657;&#22253;&#22870;&#21169;&#35745;&#21010;&#30340;&#36741;&#23548;&#25945;&#24072;&#12290;<br><br><p></p><p>Nevertheless, according to Fryer&#39;s results, kids with a history of serious behavioral problems saw the biggest gains in test scores overall. Their reading scores shot up 0.4 standard deviations, which is roughly the equivalent of five additional months of schooling.</p>&#19981;&#36807;&#65292;&#26681;&#25454;&#24576;&#33509;&#28572;&#30340;&#32467;&#26524;&#65292;&#36807;&#21435;&#26377;&#19968;&#31995;&#21015;&#34892;&#20026;&#38382;&#39064;&#30340;&#23401;&#23376;&#22312;&#32508;&#21512;&#32771;&#35797;&#25104;&#32489;&#19978;&#20855;&#26377;&#26368;&#22823;&#30340;&#25910;&#30410;&#12290;&#20182;&#20204;&#30340;&#38405;&#35835;&#20998;&#25968;&#39129;&#21319;0.4&#20010;&#26631;&#20934;&#24046;&#65292;&#36825;&#22823;&#33268;&#30456;&#24403;&#20110;&#22810;&#23398;&#20116;&#20010;&#26376;&#30340;&#23398;&#26657;&#25945;&#32946;&#12290;<br><br><p></p><p>Kids may respond better to rewards for specific actions because there is less risk of failure. They can control their attendance; they cannot necessarily control their test scores. The key, then, may be to teach kids to control more overall &mdash; to encourage them to act as if they can indeed control everything, and reward that effort above and beyond the actual outcome.</p>&#23401;&#23376;&#20204;&#23545;&#38024;&#23545;&#20855;&#20307;&#34892;&#20026;&#30340;&#22870;&#21169;&#20570;&#20986;&#26356;&#22909;&#30340;&#21453;&#24212;&#65292;&#22240;&#20026;&#22833;&#36133;&#30340;&#39118;&#38505;&#26356;&#23567;&#12290;&#20182;&#20204;&#21487;&#20197;&#25511;&#21046;&#33258;&#24049;&#30340;&#20986;&#21220;&#65292;&#20182;&#20204;&#19981;&#19968;&#23450;&#33021;&#25511;&#21046;&#33258;&#24049;&#30340;&#32771;&#35797;&#20998;&#25968;&#12290;&#37027;&#20040;&#65292;&#20851;&#38190;&#22312;&#20110;&#65292;&#21487;&#33021;&#38656;&#35201;&#25945;&#20250;&#23401;&#23376;&#26356;&#20840;&#38754;&#30340;&#25511;&#21046;&mdash;&mdash;&#40723;&#21169;&#20182;&#20204;&#20570;&#20107;&#30340;&#26102;&#20505;&#26435;&#24403;&#33258;&#24049;&#30495;&#30340;&#33021;&#22815;&#25511;&#21046;&#19968;&#20999;&#65292;&#28982;&#21518;&#22870;&#21169;&#36825;&#31181;&#21162;&#21147;&#65292;&#32780;&#38750;&#23454;&#38469;&#32467;&#26524;&#12290;<div><br><p></p><p>The Knowledge Is Power Program (KIPP), one of the most successful charter-school networks in the U.S., has been doling out financial incentives for 15 years, using a model that happens to align perfectly with the results of Fryer&#39;s study. KIPP students get paid for actions they can control &mdash; getting to school on time, participating in class and having a positive attitude &mdash; with &quot;money&quot; they can redeem for supplies at the school store. Over the years, KIPP leaders, who now run 82 schools nationwide, have learned a lot about which rewards work and which do not. They have found that speed matters, for example. Recognition, like punishment, works best if it happens quickly. So KIPP schools pay their kids every week. (Interestingly, the two places Fryer&#39;s experiment worked best were the ones where kids got feedback fast &mdash; through biweekly paychecks in Washington and through passing computerized quizzes in Dallas.)</p>&#30693;&#35782;&#23601;&#26159;&#21147;&#37327;&#35745;&#21010;&#65288;KIPP&#65289;&#65292;&#32654;&#22269;&#26368;&#25104;&#21151;&#30340;&#29305;&#35768;&#23398;&#26657;&#32593;&#32476;&#20043;&#19968;&#65292;&#23569;&#37327;&#21457;&#25918;&#36130;&#21153;&#22870;&#21169;&#24050;&#26377;&#21313;&#20116;&#24180;&#65292;&#20351;&#29992;&#30340;&#27169;&#22411;&#23436;&#32654;&#31526;&#21512;&#20102;&#24576;&#33509;&#28572;&#30340;&#30740;&#31350;&#32467;&#26524;&#12290;&#30693;&#35782;&#23601;&#26159;&#21147;&#37327;&#35745;&#21010;&#23398;&#29983;&#20174;&#20854;&#21487;&#20197;&#25511;&#21046;&#30340;&#34892;&#20026;&#24403;&#20013;&#33719;&#24471;&#25253;&#37228;&mdash;&mdash;&#25353;&#26102;&#21040;&#26657;&#12289;&#21442;&#19982;&#35838;&#22530;&#12289;&#31215;&#26497;&#24577;&#24230;&#12290;&#20182;&#20204;&#21487;&#20197;&#29992;&ldquo;&#38065;&rdquo;&#22312;&#23398;&#26657;&#21830;&#24215;&#20817;&#25442;&#29992;&#21697;&#12290;&#22810;&#24180;&#26469;&#65292;&#30693;&#35782;&#23601;&#26159;&#21147;&#37327;&#35745;&#21010;&#39046;&#23548;&#20154;&#65292;&#29616;&#22312;&#20840;&#22269;&#33539;&#22260;&#20869;&#36816;&#20316;&#20843;&#21313;&#20108;&#25152;&#23398;&#26657;&#65292;&#20102;&#35299;&#24456;&#22810;&#22870;&#21169;&#21487;&#20197;&#20570;&#21040;&#21644;&#19981;&#21487;&#20197;&#20570;&#21040;&#30340;&#30693;&#35782;&#12290;&#20182;&#20204;&#21457;&#29616;&#65292;&#36895;&#24230;&#38382;&#39064;&#65292;<font style="background-color:#ff0000">&#27604;&#22914;&#35748;&#21487;&#65292;&#22914;&#24809;&#32602;</font>&#65292;&#21482;&#35201;&#21457;&#29983;&#30340;&#22815;&#24555;&#23601;&#38750;&#24120;&#26377;&#25928;&#26524;&#12290;&#22240;&#27492;&#30693;&#35782;&#23601;&#26159;&#21147;&#37327;&#35745;&#21010;&#23398;&#26657;&#27599;&#21608;&#20184;&#32473;&#23398;&#29983;&#25253;&#37228;&#12290;&#65288;&#26377;&#36259;&#30340;&#26159;&#65292;&#24576;&#33509;&#28572;&#23454;&#39564;&#26368;&#22909;&#30340;&#20004;&#22788;&#22320;&#26041;&#37117;&#26159;&#23401;&#23376;&#20204;&#24471;&#21040;&#21453;&#39304;&#26368;&#24555;&#30340;&#22320;&#26041;&mdash;&mdash;&#22312;&#21326;&#30427;&#39039;&#20004;&#21608;&#20184;&#32473;&#19968;&#27425;&#25903;&#31080;&#65292;&#36798;&#25289;&#26031;&#20004;&#21608;&#19968;&#27425;&#35745;&#31639;&#26426;&#21270;&#27979;&#39564;&#12290;&#65289;</div><br><p></p><p>Just like grownups, kids need different kinds of incentives to get through the day, some highbrow and some low, some short-term, some longer-term. And money and other external rewards can be a gateway to more substantive motivators. KIPP fifth-graders get a lot of prizes like pencils; high school kids can earn freedoms &mdash; like the privilege of listening to their iPods at lunch. &quot;Our ultimate goal is to get kids to be intrinsically motivated,&quot; says Joshua Zoia, who founded the KIPP Academy in Lynn, Mass. &quot;But we have to get kids hooked in. We have to meet them where they are.&quot;</p>&#36319;&#25104;&#24180;&#20154;&#19968;&#26679;&#65292;&#23401;&#23376;&#20204;&#38656;&#35201;&#19981;&#21516;&#31867;&#22411;&#30340;&#28608;&#21169;&#65292;&#25165;&#33021;&#24230;&#36807;&#19968;&#22825;&#65292;&#26377;&#20154;&#39640;&#38597;&#65292;&#26377;&#20154;&#20302;&#20439;&#65292;&#26377;&#20154;&#30475;&#37325;&#30701;&#26399;&#65292;&#26377;&#20154;&#30475;&#37325;&#38271;&#26399;&#12290;&#37329;&#38065;&#21644;&#20854;&#20182;&#22806;&#37096;&#22870;&#21169;&#21487;&#20197;&#36890;&#24448;&#26356;&#23454;&#36136;&#24615;&#30340;&#28608;&#21169;&#12290;&#30693;&#35782;&#23601;&#26159;&#21147;&#37327;&#35745;&#21010;&#20116;&#24180;&#32423;&#23398;&#29983;&#33719;&#24471;&#22823;&#37327;&#38085;&#31508;&#20043;&#31867;&#30340;&#22870;&#21169;&#65307;&#39640;&#20013;&#23398;&#29983;&#21487;&#20197;&#36194;&#21462;&#33258;&#30001;&mdash;&mdash;&#27604;&#22914;&#22312;&#21507;&#39277;&#30340;&#26102;&#20505;&#21548;&#38899;&#20048;&#25773;&#25918;&#22120;&#30340;&#29305;&#26435;&#12290;&#24038;&#32422;&#20070;&#35828;&#65306;&ldquo;&#25105;&#20204;&#30340;&#32456;&#26497;&#30446;&#26631;&#26159;&#35753;&#23401;&#23376;&#20204;&#26377;&#20869;&#22312;&#39537;&#21160;&#21147;&#12290;&#20294;&#26159;&#25105;&#20204;&#24517;&#39035;&#21435;&#25289;&#25314;&#23401;&#23376;&#20204;&#12290;&#25105;&#20204;&#24517;&#39035;&#21435;&#36814;&#21512;&#20182;&#20204;&#12290;&rdquo;&#20182;&#21019;&#31435;&#20102;&#39532;&#33832;&#35832;&#22622;&#24030;&#26519;&#22478;&#30693;&#35782;&#23601;&#26159;&#21147;&#37327;&#35745;&#21010;&#30740;&#31350;&#23398;&#20250;&#12290;<br><br><p></p><p>When Fryer briefed Rhee, the Washington schools chancellor, about the results, she was shocked &mdash; happily so. &quot;It is just so hard to show impact in education,&quot; Rhee says, citing past experiments that showed no payoff despite enormous effort. &quot;We don&#39;t see results like this for a lot of other things we&#39;re doing,&quot; she says. So she went to the Washington city council to ask for more money to keep paying kids &mdash; and to keep studying what happens. &quot;If next year&#39;s data show something different, so be it,&quot; Rhee says. &quot;We&#39;ll take it year by year.&quot; The program has wound down in Chicago, Dallas and New York City, although schools in all three places continue to experiment with incentives.</p>&#24576;&#33509;&#28572;&#22312;&#21521;&#21326;&#30427;&#39039;&#29305;&#21306;&#25945;&#32946;&#23616;&#38271;&#26446;&#32654;&#23020;&#31616;&#21333;&#20171;&#32461;&#30740;&#31350;&#32467;&#26524;&#30340;&#26102;&#20505;&#65292;&#20182;&#24778;&#21916;&#26080;&#27604;&#12290;&#20182;&#35828;&#65306;&ldquo;&#35201;&#23637;&#31034;&#25945;&#32946;&#25928;&#26524;&#38750;&#24120;&#22256;&#38590;&#12290;&rdquo;&#20182;&#21516;&#26102;&#24341;&#29992;&#36807;&#21435;&#30340;&#23454;&#39564;&#65292;&#23613;&#31649;&#20184;&#20986;&#24040;&#22823;&#21162;&#21147;&#20294;&#26159;&#27809;&#26377;&#26174;&#31034;&#20986;&#19968;&#28857;&#25910;&#33719;&#12290;&#20182;&#35828;&#65306;&ldquo;&#22312;&#25105;&#20204;&#27491;&#22312;&#20570;&#30340;&#20854;&#20182;&#20107;&#24773;&#19978;&#38754;&#65292;&#25105;&#20204;&#27809;&#26377;&#35265;&#36807;&#20687;&#36825;&#26679;&#30340;&#32467;&#26524;&#12290;&rdquo;&#22240;&#27492;&#20182;&#21069;&#24448;&#21326;&#30427;&#39039;&#35758;&#20250;&#65292;&#30003;&#35831;&#26356;&#22810;&#37329;&#38065;&#21521;&#23401;&#23376;&#20204;&#25903;&#20184;&#25253;&#37228;&#65292;&#24182;&#32487;&#32493;&#30740;&#31350;&#20250;&#21457;&#29983;&#20160;&#20040;&#12290;&#20182;&#35828;&#65306;&ldquo;&#22914;&#26524;&#26126;&#24180;&#30340;&#25968;&#25454;&#26174;&#31034;&#26377;&#25152;&#21464;&#21270;&#65292;&#25105;&#20204;&#23601;&#39034;&#20854;&#33258;&#28982;&#12290;&#25105;&#20204;&#23558;&#20250;&#19968;&#24180;&#24180;&#32487;&#32493;&#19979;&#21435;&#12290;&rdquo;&#35813;&#39033;&#30446;&#22312;&#33437;&#21152;&#21733;&#12289;&#36798;&#25289;&#26031;&#21644;&#32445;&#32422;&#34920;&#29616;&#19981;&#22909;&#65292;&#23613;&#31649;&#36825;&#19977;&#22788;&#30340;&#23398;&#26657;&#20250;&#32487;&#32493;&#23454;&#39564;&#22870;&#21169;&#12290;<br><br><p></p><p>Fryer believes there&#39;s more good research to be done on incentives. But he doesn&#39;t think incentives alone can fix our schools; he is increasingly convinced that the answer will involve a combination of reforms and that the interaction among those reforms will matter more than any single change in isolation. And whatever we do, he says, we have to test it first &mdash; and fearlessly. &quot;One thing we cannot do is, we cannot restrict ourselves to a set of solutions that make adults comfortable.&quot;</p>&#24576;&#33509;&#28572;&#30456;&#20449;&#65292;&#22312;&#28608;&#21169;&#26041;&#38754;&#26377;&#26356;&#22909;&#30340;&#30740;&#31350;&#31561;&#24453;&#21435;&#20570;&#12290;&#20294;&#26159;&#20182;&#19981;&#35748;&#20026;&#21333;&#29420;&#22870;&#21169;&#23601;&#21487;&#20197;&#35299;&#20915;&#25105;&#20204;&#23398;&#26657;&#30340;&#38382;&#39064;&#65292;&#20182;&#36234;&#26469;&#36234;&#30456;&#20449;&#31572;&#26696;&#23558;&#20250;&#28041;&#21450;&#33509;&#24178;&#25945;&#25913;&#30340;&#32467;&#21512;&#65292;&#24182;&#19988;&#25945;&#25913;&#20043;&#38388;&#30340;&#20114;&#21160;&#20135;&#29983;&#30340;&#38382;&#39064;&#36828;&#27604;&#20219;&#20309;&#23396;&#31435;&#25945;&#25913;&#26356;&#22810;&#12290;&#20182;&#35828;&#65292;&#19981;&#31649;&#25105;&#20204;&#20570;&#20160;&#20040;&#65292;&#25105;&#20204;&#37117;&#24517;&#39035;&#20808;&#20570;&#23454;&#39564;&#65292;&#22823;&#32966;&#22320;&#21435;&#20570;&#12290;&ldquo;&#26377;&#19968;&#20214;&#20107;&#26159;&#25105;&#20204;&#19981;&#33021;&#20570;&#30340;&#65292;&#37027;&#23601;&#26159;&#25105;&#20204;&#19981;&#33021;&#20026;&#20102;&#25104;&#24180;&#20154;&#30340;&#26041;&#20415;&#32780;&#38480;&#21046;&#33258;&#24049;&#30340;&#35299;&#20915;&#26041;&#26696;&#12290;&rdquo;<br><br><p></p><p>Chyna is an eighth-grader at the Takoma Education Campus in Washington. Chyna likes to refer to herself in the third person, and when you ask her a personal question, she looks you dead in the eye, asks, &quot;Honestly?&quot; and waits for you to reply before giving you her answer.</p>&#31206;&#23068;&#26159;&#21326;&#30427;&#39039;&#24030;&#22612;&#31185;&#39532;&#25945;&#32946;&#26657;&#22253;&#20843;&#24180;&#32423;&#23398;&#29983;&#12290;&#31206;&#23068;&#21916;&#27426;&#29992;&#31532;&#19977;&#20154;&#31216;&#25351;&#20195;&#33258;&#24049;&#65292;&#24403;&#20320;&#38382;&#21450;&#20010;&#20154;&#38382;&#39064;&#65292;&#20182;&#32039;&#32039;&#30447;&#30528;&#20320;&#30340;&#30524;&#30555;&#65292;&#38382;&#65306;&ldquo;&#35828;&#23454;&#35805;&#65311;&rdquo;&#31561;&#24453;&#20320;&#30340;&#22238;&#31572;&#65292;&#21542;&#21017;&#19981;&#20250;&#22238;&#31572;&#20320;&#30340;&#38382;&#39064;&#12290;<br><br><p></p><p>Chyna wants to be a lawyer or a radio personality when she grows up. But last year she had a hard time. She and a friend got into a fight with another girl at school. &quot;We basically jumped her,&quot; Chyna admits. The police came, and Chyna found herself in a juvenile-detention center, waiting for her mom to pick her up.</p>&#31206;&#23068;&#24819;&#35201;&#38271;&#22823;&#21518;&#25104;&#20026;&#24459;&#24072;&#25110;&#32773;&#24191;&#25773;&#21517;&#20154;&#12290;&#20294;&#26159;&#20182;&#21435;&#24180;&#24456;&#33392;&#38590;&#12290;&#20182;&#21644;&#19968;&#20010;&#26379;&#21451;&#21367;&#20837;&#20102;&#19982;&#21516;&#23398;&#21478;&#19968;&#22899;&#29983;&#30340;&#26007;&#27572;&#12290;&#31206;&#23068;&#25215;&#35748;&#65306;&ldquo;&#25105;&#20204;&#22522;&#26412;&#19978;&#26159;&#22312;&#32676;&#27572;&#20182;&#12290;&rdquo;&#35686;&#23519;&#26469;&#20102;&#65292;&#31206;&#23068;&#34987;&#20851;&#36827;&#23569;&#24180;&#25304;&#30041;&#20013;&#24515;&#31561;&#24453;&#20182;&#22920;&#22920;&#25509;&#20182;&#20986;&#21435;&#12290;<br><br><p></p><p>This year is going better. When I meet her, she has just received her regular paycheck. She earned $95, her highest check yet. She squeals with happiness and hugs her girlfriends. When I ask her how she did it, she says, &quot;I tried my hardest.&quot; She adds, &quot;I tried to wear my uniform, because I knew I wanted some money because my birthday is next week.&quot; She has saved her past four paychecks for this reason. The money, she says, gives her just enough incentive to hold her tongue.</p>&#20170;&#24180;&#27491;&#22312;&#36716;&#22909;&#12290;&#25105;&#35265;&#21040;&#20182;&#30340;&#26102;&#20505;&#65292;&#20182;&#21018;&#25343;&#21040;&#20182;&#30340;&#22266;&#23450;&#24037;&#36164;&#12290;&#20182;&#36186;&#20102;&#20061;&#21313;&#20116;&#32654;&#20803;&#65292;&#20063;&#26159;&#20182;&#30340;&#26368;&#39640;&#25910;&#20837;&#12290;&#20182;&#24184;&#31119;&#30340;&#23574;&#21483;&#30528;&#65292;&#25317;&#25265;&#20182;&#30340;&#26379;&#21451;&#12290;&#24403;&#25105;&#38382;&#21450;&#20182;&#22914;&#20309;&#20570;&#21040;&#30340;&#65292;&#20182;&#35828;&#65306;&ldquo;&#25105;&#23613;&#20102;&#25105;&#30340;&#26368;&#22823;&#21162;&#21147;&#12290;&rdquo;&#20182;&#34917;&#20805;&#36947;&#65306;&ldquo;&#25105;&#35797;&#30528;&#31359;&#25105;&#30340;&#26657;&#26381;&#65292;&#22240;&#20026;&#25105;&#30693;&#36947;&#25105;&#24819;&#35201;&#19968;&#20123;&#38065;&#65292;&#22240;&#20026;&#19979;&#21608;&#23601;&#26159;&#25105;&#30340;&#29983;&#26085;&#12290;&rdquo;&#22240;&#20026;&#36825;&#20010;&#21407;&#22240;&#20182;&#25226;&#36807;&#21435;&#22235;&#27425;&#25910;&#20837;&#37117;&#23384;&#19979;&#26469;&#20102;&#12290;&#20182;&#35828;&#65292;&#36825;&#20123;&#38065;&#65292;&#26377;&#36275;&#22815;&#30340;&#21160;&#26426;&#35753;&#20182;&#23433;&#38745;&#19979;&#26469;&#12290;<br><br><p></p><p>&quot;For the most part, I&#39;m still Chyna,&quot; she says. &quot;But once in a while I just snatch it back, &#39;cause I know that paycheck is coming.&quot; Then I ask her about the psychologists&#39; argument that she should work hard for the love of learning, not for short-term rewards. &quot;Honestly?&quot; she asks. &quot;Yes, honestly,&quot; I say. She looks me dead in the eye. &quot;We&#39;re kids. Let&#39;s be realistic.&quot;</p>&#20182;&#35828;&#65306;&ldquo;&#22312;&#22823;&#22810;&#25968;&#24773;&#20917;&#19979;&#65292;&#25105;&#20173;&#28982;&#26159;&#31206;&#23068;&#65292;&#20294;&#26159;&#20598;&#23572;&#25105;&#20250;&#25910;&#24515;&#65292;&#22240;&#20026;&#25105;&#30693;&#36947;&#35201;&#20184;&#34218;&#27700;&#20102;&#12290;&rdquo;&#28982;&#21518;&#25105;&#38382;&#21450;&#20182;&#23545;&#24515;&#29702;&#23398;&#23478;&#30340;&#35266;&#28857;&#30340;&#30475;&#27861;&#65292;&#21363;&#20182;&#24212;&#35813;&#20026;&#20102;&#23545;&#23398;&#20064;&#30340;&#28909;&#29233;&#32780;&#21162;&#21147;&#24037;&#20316;&#65292;&#19981;&#35201;&#20026;&#20102;&#30701;&#26399;&#22870;&#21169;&#32780;&#24037;&#20316;&#12290;&#20182;&#38382;&#25105;&#65306;&ldquo;&#35828;&#23454;&#35805;&#65311;&rdquo;&#25105;&#35828;&#65306;&ldquo;&#26159;&#30340;&#65292;&#35828;&#23454;&#35805;&#12290;&rdquo;&#20182;&#32039;&#32039;&#30447;&#30528;&#25105;&#30340;&#30524;&#30555;&#65292;&#35828;&#65306;&ldquo;&#25105;&#20204;&#36824;&#26159;&#23401;&#23376;&#12290;&#29616;&#23454;&#28857;&#21543;&#12290;&rdquo;<br><br><p></p><p>Find this article at:</p>&#26412;&#25991;&#21407;&#25991;&#20986;&#22788;&#65306;<br><br><p></p><p><a class="vt-p" href="http://www.time.com/time/nation/article/0,8599,1978589,00.html">http://www.time.com/time/nation/article/0,8599,1978589,00.html</a></p><br>&#24576;&#33509;&#28572;&#21407;&#22987;&#35770;&#25991;&#65306;<br><p></p><a class="vt-p" href="http://www.economics.harvard.edu/faculty/fryer/papers_fryer">http://www.economics.harvard.edu/faculty/fryer/papers_fryer</a><br><br><div>http://www.economics.harvard.edu/faculty/fryer/files/Incentives_ALL_7-8-10.pdf<br></div><br><br><br><br><br><br>Orcahttp://www.blogger.com/profile/03415884987803612593noreply@blogger.com0tag:blogger.com,1999:blog-9033329630711909277.post-20263004972231001062010-10-01T21:38:00.001+08:002010-10-05T12:38:27.038+08:00翻译《使用魔灯创建协同课程》<h1>Creating a Collaborative Syllabus Using Moodle</h1><h1>&#20351;&#29992;&#39764;&#28783;&#21019;&#24314;&#21327;&#21516;&#35838;&#31243;</h1><p class="date">2/27/2008</p><p class="byline">By Emmett Dulaney</p><p class="byline">&#20316;&#32773;&#65306;&#26460;&#20848;&#38675;</p><p class="byline"><br></p><p>A &quot;collaborative syllabus&quot; is one in which the students have the ability to help determine the specifics of a course. Those specifics can be any element that a professor is willing to be flexible with (such items as the objectives, grading, attendance policies, types of assignments, and so on). The logic behind this tool is that by actively participating in the creation of the syllabus, students are able to signal what they want to learn and how they want to learn it and then (potentially) set the standard by which they will be accountable.<br> &ldquo;&#21327;&#21516;&#35838;&#31243;&rdquo;&#26159;&#36825;&#20040;&#19968;&#26679;&#20107;&#29289;&#65292;&#22312;&#20854;&#20013;&#65292;&#23398;&#29983;&#26377;&#33021;&#21147;&#24110;&#21161;&#30830;&#23450;&#35838;&#31243;&#30340;&#32454;&#33410;&#12290;&#36825;&#20123;&#32454;&#33410;&#21487;&#20197;&#26159;&#25945;&#25480;&#24895;&#24847;&#28789;&#27963;&#22788;&#29702;&#30340;&#20219;&#20309;&#20803;&#32032;&#65288;&#27604;&#22914;&#30446;&#26631;&#12289;&#35780;&#20998;&#31561;&#32423;&#12289;&#32771;&#21220;&#25919;&#31574;&#12289;&#20219;&#21153;&#31867;&#22411;&#35832;&#22914;&#27492;&#31867;&#65289;&#12290;&#36825;&#27454;&#24037;&#20855;&#32972;&#21518;&#30340;&#36923;&#36753;&#26159;&#65292;&#36890;&#36807;&#31215;&#26497;&#21442;&#19982;&#21040;&#35838;&#31243;&#30340;&#21019;&#24314;&#24403;&#20013;&#21435;&#65292;&#23398;&#29983;&#33021;&#22815;&#26126;&#20102;&#33258;&#24049;&#24819;&#35201;&#23398;&#20160;&#20040;&#65292;&#20197;&#21450;&#24819;&#35201;&#22914;&#20309;&#21435;&#23398;&#65292;&#28982;&#21518;&#65288;&#21487;&#33021;&#65289;&#35774;&#23450;&#20182;&#20204;&#33021;&#22815;&#25215;&#25285;&#30340;&#26631;&#20934;&#12290;</p><p><br> An instrument that has been successfully used before, the collaborative syllabus suffered in one crucial area: It required too much class time to create it. Being unfamiliar with the concept, students first had to have it explained to them in one class period. Following that, there would be several sessions where they would discuss their thoughts, vote on what to incorporate/exclude, and edit the existing document. Given the constraints of the typical 15-week semester, every session is dear, and it is difficult to lose one to such a process, let alone three or four.<br> &#20316;&#20026;&#19968;&#27454;&#20043;&#21069;&#24050;&#32463;&#25104;&#21151;&#20351;&#29992;&#36807;&#30340;&#24037;&#20855;&#65292;&#21327;&#21516;&#35838;&#31243;&#36973;&#36935;&#19968;&#20010;&#20851;&#38190;&#38382;&#39064;&#65306;&#38656;&#35201;&#22826;&#22810;&#30340;&#35838;&#22530;&#26102;&#38388;&#21435;&#24314;&#31435;&#23427;&#12290;&#20316;&#20026;&#19968;&#20010;&#38476;&#29983;&#30340;&#27010;&#24565;&#65292;&#39318;&#20808;&#38656;&#35201;&#29992;&#19968;&#33410;&#35838;&#30340;&#26102;&#38388;&#21521;&#23398;&#29983;&#35299;&#37322;&#23427;&#12290;&#25509;&#19979;&#26469;&#65292;&#38656;&#35201;&#23433;&#25490;&#20960;&#27425;&#35752;&#35770;&#26469;&#20132;&#27969;&#20182;&#20204;&#30340;&#24819;&#27861;&#65292;&#25237;&#31080;&#20915;&#23450;&#35813;&#22686;&#21152;&#20160;&#20040;&#65292;&#25490;&#38500;&#20160;&#20040;&#65292;&#28982;&#21518;&#32534;&#36753;&#24050;&#26377;&#25991;&#26723;&#12290;&#37492;&#20110;&#19968;&#20010;&#23398;&#26399;&#19968;&#33324;&#19968;&#21313;&#20116;&#21608;&#30340;&#38480;&#21046;&#65292;&#27599;&#27425;&#35752;&#35770;&#37117;&#24456;&#29645;&#36149;&#65292;&#23545;&#36825;&#19968;&#36807;&#31243;&#32570;&#23569;&#19968;&#27425;&#35752;&#35770;&#37117;&#24456;&#22256;&#38590;&#65292;&#26356;&#19981;&#29992;&#35828;&#32570;&#23569;&#19977;&#22235;&#20010;&#12290;</p><p><br> In pursuit of a better approach that saved class time, we at Anderson University turned to Moodle for an experiment. The more input students could have in the process outside of class, the more class time could be saved for covering the material. Given that, the creation of the collaborative syllabus was then approached in a three-step process. This article details the steps taken, and the results of walking through this process.<br> &#20026;&#20102;&#36861;&#27714;&#33410;&#32422;&#35838;&#22530;&#26102;&#38388;&#30340;&#26356;&#22909;&#26041;&#27861;&#65292;&#25105;&#20204;&#22312;&#23433;&#24503;&#26862;&#22823;&#23398;&#36716;&#21521;&#19968;&#27425;&#39764;&#28783;&#23454;&#39564;&#12290;&#22312;&#36825;&#20010;&#36807;&#31243;&#20013;&#23398;&#29983;&#25237;&#20837;&#30340;&#35838;&#22806;&#26102;&#38388;&#36234;&#22810;&#65292;&#33410;&#30465;&#30340;&#22788;&#29702;&#32032;&#26448;&#30340;&#35838;&#22530;&#26102;&#38388;&#20063;&#23601;&#36234;&#22810;&#12290;&#26377;&#37492;&#20110;&#27492;&#65292;&#21019;&#24314;&#21327;&#21516;&#35838;&#31243;&#25509;&#19979;&#26469;&#35201;&#36208;&#19977;&#20010;&#27493;&#39588;&#30340;&#36807;&#31243;&#12290;&#26412;&#25991;&#35814;&#32454;&#20171;&#32461;&#20102;&#36825;&#19977;&#20010;&#27493;&#39588;&#65292;&#20197;&#21450;&#36208;&#36807;&#36825;&#19968;&#36807;&#31243;&#30340;&#32467;&#26524;&#12290;</p><p><br></p><h2><b>Step 1: Assessment of Students</b></h2><h2><b>&#31532;&#19968;&#27493;&#65306;&#23398;&#29983;&#35780;&#20272;</b></h2> Traditionally, a large number of students at Anderson University who take the eBusiness course in the fall then take the eCommerce course in the spring (the course for which the collaborative syllabus is being created). With four weeks to go before the end of the fall semester, students in the eBusiness course were asked to access the ATTLS survey in Moodle and answer the questions asked as openly and honestly as possible. <br> &#20256;&#32479;&#19978;&#65292;&#23433;&#24503;&#26862;&#22823;&#23398;&#22823;&#22810;&#25968;&#23398;&#29983;&#22312;&#31179;&#23395;&#36873;&#20462;&#21830;&#21153;&#30005;&#23376;&#21270;&#35838;&#31243;&#65292;&#28982;&#21518;&#22312;&#26149;&#23395;&#36873;&#20462;&#30005;&#23376;&#21830;&#21153;&#35838;&#31243;&#65288;&#35813;&#35838;&#31243;&#30340;&#21327;&#21516;&#35838;&#31243;&#27491;&#22312;&#24314;&#35774;&#20013;&#65289;&#12290;&#22312;&#31179;&#23395;&#23398;&#26399;&#32467;&#26463;&#21069;&#22235;&#21608;&#65292;&#21830;&#21153;&#30005;&#23376;&#21270;&#35838;&#31243;&#30340;&#23398;&#29983;&#34987;&#35201;&#27714;&#38405;&#35835;&#39764;&#28783;&#20013;&#30340;ATTLS&#35843;&#26597;&#38382;&#21367;&#65292;&#24182;&#23613;&#21487;&#33021;&#35802;&#23454;&#32780;&#20844;&#24320;&#30340;&#22238;&#31572;&#38382;&#39064;&#12290;<br><br> The Attitudes Toward Thinking and Learning (ATTLS) survey was developed to identify &quot;connected&quot; and &quot;separate&quot; learning styles (Galotti, 1999). According to the authors of the survey instrument, &quot;Separate knowing ... involves objective, analytical, detached evaluation of an argument or piece of work&quot;, while &quot;Connected knowers look for why it makes sense, how it might be right&quot;; they &quot;... look at things from the other&#39;s point of view, in the other&#39;s own terms, and try first to understand the other&#39;s point of view rather than evaluate it.&quot; (Galotti)<br> &#32534;&#21046;&#12298;&#23545;&#24605;&#32771;&#21644;&#23398;&#20064;&#30340;&#24577;&#24230;&#65288;ATTLS&#65289;&#12299;&#35843;&#26597;&#38382;&#21367;&#65292;&#26088;&#22312;&#30830;&#35748;&ldquo;&#36830;&#25509;&#24335;&rdquo;&#21644;&ldquo;&#29420;&#31435;&rdquo;&#23398;&#20064;&#27169;&#24335;&#65288;&#36158;&#33853;&#21884;&#65292;1999&#65289;&#12290;&#25454;&#35843;&#26597;&#38382;&#21367;&#24320;&#21457;&#32773;&#25152;&#36848;&#65306;&ldquo;&#19981;&#21516;&#30340;&#35748;&#30693;&hellip;&hellip;&#28041;&#21450;&#21040;&#23545;&#24037;&#20316;&#30340;&#23616;&#37096;&#25110;&#29702;&#30001;&#20316;&#20986;&#23458;&#35266;&#30340;&#12289;&#20998;&#26512;&#30340;&#12289;&#20844;&#24179;&#30340;&#35780;&#27979;&rdquo;&#65292;&#32780;&ldquo;&#36830;&#25509;&#24335;&#35748;&#30693;&#32773;&#23547;&#27714;&#24037;&#20316;&#21487;&#34892;&#30340;&#21407;&#22240;&#65292;&#20197;&#21450;&#24037;&#20316;&#26159;&#22914;&#20309;&#20570;&#21040;&#27491;&#30830;&#30340;&rdquo;&#65292;&#20182;&#20204;&ldquo;&hellip;&hellip;&#20197;&#21035;&#20154;&#30340;&#35266;&#28857;&#30475;&#20107;&#29289;&#65292;&#29992;&#21035;&#20154;&#30340;&#35821;&#35328;&#65292;&#35797;&#22270;&#39318;&#20808;&#29702;&#35299;&#21035;&#20154;&#30340;&#35266;&#28857;&#32780;&#38750;&#21435;&#35780;&#20215;&#23427;&#12290;&rdquo;&#65288;&#36158;&#33853;&#21884;&#65289;<br><br> Moodle includes the ability to administer this instrument utilizing a 20-question, five-point Likert scale as shown below.<br> &#39764;&#28783;&#21253;&#21547;&#30340;&#21151;&#33021;&#21033;&#29992;&#22914;&#19979;&#25152;&#31034;<font style="background-color:#ff0000">&#20108;&#21313;&#20010;&#38382;&#39064;</font>&#21644;&#20116;&#28857;&#37324;&#20811;&#29305;&#37327;&#34920;&#26469;&#31649;&#29702;&#35813;&#24037;&#20855;&#65306;<br><br><a class="vt-p" href="http://download.101com.com/wa-mcv/cam/images/em1.jpg" target="_blank" title="Click to enlarge"><img border="0" src="http://download.101com.com/wa-mcv/cam/images/em1.jpg" style="width:375px"></a><br><br> Verbally, the students were told that although Moodle records who accesses each element, that information would not be examined, and every survey would be considered anonymous. Within the survey, the information relayed to them prior to starting it was as follows:<br> &#23398;&#29983;&#34987;&#21475;&#22836;&#21578;&#30693;&#65292;&#34429;&#28982;&#39764;&#28783;&#21487;&#20197;&#35760;&#24405;&#35841;&#35775;&#38382;&#21738;&#20010;&#20803;&#32032;&#65292;&#20294;&#36825;&#20123;&#20449;&#24687;&#24182;&#19981;&#20250;&#34987;&#23457;&#26680;&#65292;&#27599;&#39033;&#35843;&#26597;&#37117;&#34987;&#35270;&#20026;&#21311;&#21517;&#30340;&#12290;&#22312;&#35843;&#26597;&#20013;&#65292;&#20256;&#36798;&#32473;&#20182;&#20204;&#20449;&#24687;&#20043;&#21069;&#65292;&#20449;&#24687;&#26377;&#22914;&#19979;&#21160;&#20316;&#65306;<br><p></p><blockquote>In an effort to better understand how to change the direction of this course the next time it is offered, your help is needed in completing this survey. There are 20 questions and your answers will not be visible to any user but you. Please spend a few minutes completing this survey prior to December 4th.<br> &#22312;&#21162;&#21147;&#26356;&#22909;&#30340;&#29702;&#35299;&#22914;&#20309;&#25913;&#21464;&#35813;&#35838;&#31243;&#19979;&#27425;&#25552;&#20379;&#30340;&#26041;&#21521;&#36807;&#31243;&#20013;&#65292;&#38656;&#35201;&#20320;&#30340;&#24110;&#21161;&#23436;&#25104;&#36825;&#27425;&#35843;&#26597;&#12290;&#36825;&#37324;&#26377;&#20108;&#21313;&#20010;&#38382;&#39064;&#65292;&#20320;&#30340;&#22238;&#31572;&#19981;&#20250;&#34987;&#20320;&#20197;&#22806;&#30340;&#20854;&#20182;&#20219;&#20309;&#20154;&#30475;&#21040;&#12290;&#35831;&#22312;&#21313;&#20108;&#26376;&#22235;&#26085;&#21069;&#25320;&#20887;&#23436;&#25104;&#26412;&#35843;&#26597;&#38382;&#21367;&#12290;</blockquote> The students were also verbally told that the purpose of the survey was to be the first step in the creation of the syllabus for the upcoming eCommerce course; this served as an additional incentive for those students signed up for that course to complete this. Of the 22 students enrolled in eBusiness, 12 completed the survey. <br> &#23398;&#29983;&#36824;&#34987;&#21475;&#22836;&#21578;&#30693;&#65292;&#35843;&#26597;&#30340;&#30446;&#30340;&#22312;&#20110;&#36208;&#20986;&#20026;&#21363;&#23558;&#21040;&#26469;&#30340;&#30005;&#23376;&#21830;&#21153;&#35838;&#31243;&#21019;&#24314;&#25945;&#23398;&#22823;&#32434;&#31532;&#19968;&#27493;&#65292;&#36825;&#23558;&#20316;&#20026;&#23545;&#27880;&#20876;&#35813;&#35838;&#31243;&#24182;&#23436;&#25104;&#35843;&#26597;&#38382;&#21367;&#30340;&#23398;&#29983;&#30340;&#39069;&#22806;&#22870;&#21169;&#12290;&#20108;&#21313;&#20108;&#21517;&#27880;&#20876;&#21830;&#21153;&#30005;&#23376;&#21270;&#30340;&#23398;&#29983;&#20013;&#65292;&#26377;&#21313;&#20108;&#21517;&#23436;&#25104;&#20102;&#36825;&#20221;&#35843;&#26597;&#12290;<br><br> ATTLS maps the difference between connected learning and separate learning, and the following shows the summary of these based upon the twelve responses to the 20 questions.<br> ATTLS&#32472;&#21046;&#20986;&#36830;&#25509;&#24335;&#23398;&#20064;&#21644;&#29420;&#31435;&#23398;&#20064;&#20043;&#38388;&#30340;&#21306;&#21035;&#65292;&#19979;&#22270;&#23637;&#31034;&#20986;&#22522;&#20110;&#36825;&#20107;&#20799;&#21517;&#23398;&#29983;&#23545;&#30528;&#20108;&#21313;&#20010;&#38382;&#39064;&#30340;&#22238;&#22797;&#30340;&#24635;&#32467;&#65306;<br><br><a class="vt-p" href="http://download.101com.com/wa-mcv/cam/images/em2.jpg" target="_blank" title="Click to enlarge"><img border="0" src="http://download.101com.com/wa-mcv/cam/images/em2.jpg" style="width:375px"></a><br><br> The actual list of questions, and mean/median/mode for each, are as follows:<br> &#23454;&#38469;&#30340;&#38382;&#39064;&#28165;&#21333;&#65292;&#20197;&#21450;&#27599;&#20010;&#38382;&#39064;&#30340;&#24179;&#22343;&#25968;/&#20013;&#20301;&#25968;/&#20247;&#25968;&#65292;&#35265;&#19979;&#34920;&#65306;<br><br><table border="1" cellpadding="5" cellspacing="0" width="100%"><tbody><tr><td><b>Question</b></td><td><b>Mean</b></td><td><b>Median</b></td><td><b>Mode</b></td></tr><tr><td>1. When I encounter people whose opinions seem alien to me, I make a deliberate effort to &#39;extend&#39; myself into that person, to try to see how they could have those opinions</td><td>4</td><td>4</td><td>4</td></tr><tr><td>2. I can obtain insight into opinions that differ from mine through empathy.</td><td>4</td><td>4</td><td>4</td></tr><tr><td>3. I tend to put myself in other people&#39;s shoes when discussing controversial issues, to see why they think the way they do.</td><td>4</td><td>4</td><td>4</td></tr><tr><td>4. I&#39;m more likely to try to understand someone else&#39;s opinion than to try to evaluate it.</td><td>4</td><td>4</td><td>4</td></tr><tr><td>5. I try to think with people instead of against them.</td><td>4</td><td>4</td><td>4</td></tr><tr><td>6. I feel that the best way for me to achieve my own identity is to interact with a variety of other people.</td><td>4</td><td>4</td><td>5</td></tr><tr><td>7. I am always interested in knowing why people say and believe the things they do.</td><td>4</td><td>4</td><td>4</td></tr><tr><td>8. I enjoy hearing the opinions of people who come from backgrounds different to mine - it helps me to understand how the same things can be seen in such different ways.</td><td>4</td><td>4</td><td>5</td></tr><tr><td>9. The most important part of my education has been learning to understand people who are very different to me.</td><td>3</td><td>4</td><td>4</td></tr><tr><td>10. I like to understand where other people are &#39;coming from&#39;, what experiences have led them to feel the way they do.</td><td>4</td><td>4</td><td>4</td></tr><tr><td>11. I like playing devil&#39;s advocate - arguing the opposite of what someone is saying.</td><td>3</td><td>3</td><td>3</td></tr><tr><td>12. It&#39;s important for me to remain as objective as possible when I analyze something.</td><td>3</td><td>3</td><td>4</td></tr><tr><td>13. In evaluating what someone says, I focus on the quality of their argument, not on the person who&#39;s presenting it.</td><td>3</td><td>4</td><td>4</td></tr><tr><td>14. I find that I can strengthen my own position through arguing with someone who disagrees with me.</td><td>4</td><td>4</td><td>5</td></tr><tr><td>15. One could call my way of analyzing things &#39;putting them on trial&#39; because I am careful to consider all the evidence.</td><td>4</td><td>4</td><td>4</td></tr><tr><td>16. I often find myself arguing with the authors of books that I read, trying to logically figure out why they&#39;re wrong.</td><td>3</td><td>2</td><td>2</td></tr><tr><td>17. I have certain criteria I use in evaluating arguments.</td><td>3</td><td>3</td><td>3</td></tr><tr><td>18. I try to point out weaknesses in other people&#39;s thinking to help them clarify their arguments.</td><td>3</td><td>4</td><td>4</td></tr><tr><td>19. I value the use of logic and reason over the incorporation of my own concerns when solving problems.</td><td>3</td><td>3</td><td>3</td></tr><tr><td>20. I spend time figuring out what&#39;s &#39;wrong&#39; with things. For example, I&#39;ll look for something in a literary interpretation that isn&#39;t argued well enough.</td><td>3</td><td>3</td><td>4</td></tr></tbody></table> . <table border="1" cellpadding="5" cellspacing="0" width="100%"><tbody><tr><td><b>&#38382;&#39064;</b></td><td><b>&#24179;&#22343;&#25968;</b></td><td><b>&#20013;&#20301;&#25968;</b></td><td><b>&#20247;&#25968;</b></td></tr><tr><td>1. &#24403;&#25105;&#36935;&#21040;&#21035;&#20154;&#30340;&#35266;&#28857;&#30456;&#24322;&#20110;&#25105;&#26102;&#65292;&#25105;&#21051;&#24847;&#21435;&#21162;&#21147;&#31070;&#20837;&#20182;&#20154;&#65292;&#23581;&#35797;&#21435;&#20102;&#35299;&#20182;&#20204;&#24590;&#20040;&#20250;&#25317;&#26377;&#36825;&#20123;&#35266;&#28857;&#30340;&#12290;</td><td>4</td><td>4</td><td>4</td></tr><tr><td>2. &#36890;&#36807;&#31227;&#24773;&#20316;&#29992;&#65292;&#23545;&#26377;&#24322;&#20110;&#25105;&#30340;&#35266;&#28857;&#25105;&#33021;&#25317;&#26377;&#27934;&#23519;&#21147;&#12290;</td><td>4</td><td>4</td><td>4</td></tr><tr><td>3. &#22312;&#35752;&#35770;&#26377;&#20105;&#35758;&#30340;&#38382;&#39064;&#26102;&#65292;&#25105;&#20542;&#21521;&#20110;&#31449;&#22312;&#21035;&#20154;&#30340;&#31435;&#22330;&#32771;&#34385;&#38382;&#39064;&#65292;&#30475;&#30475;&#20026;&#20160;&#20040;&#20182;&#20204;&#35748;&#20026;&#35201;&#36825;&#26679;&#20570;&#12290;</td><td>4</td><td>4</td><td>4</td></tr><tr><td>4. &#25105;&#26356;&#26377;&#21487;&#33021;&#21435;&#23581;&#35797;&#29702;&#35299;&#26576;&#20154;&#30340;&#35266;&#28857;&#65292;&#32780;&#19981;&#26159;&#21435;&#23581;&#35797;&#35780;&#20215;&#23427;&#12290;</td><td>4</td><td>4</td><td>4</td></tr><tr><td>5. &#25105;&#35797;&#22270;&#19982;&#21035;&#20154;&#19968;&#21516;&#24605;&#32771;&#32780;&#38750;&#21453;&#23545;&#20182;&#20204;&#12290;</td><td>4</td><td>4</td><td>4</td></tr><tr><td>6. &#25105;&#35273;&#24471;&#23454;&#29616;&#33258;&#25105;&#30340;&#26368;&#22909;&#36884;&#24452;&#26159;&#19982;&#21508;&#33394;&#20154;&#31561;&#20114;&#21160;&#12290;</td><td>4</td><td>4</td><td>5</td></tr><tr><td>7. &#25105;&#24635;&#26159;&#24819;&#30693;&#36947;&#20026;&#20160;&#20040;&#20154;&#20204;&#35848;&#35770;&#24182;&#30456;&#20449;&#20182;&#20204;&#25152;&#20570;&#30340;&#20107;&#24773;&#12290;</td><td>4</td><td>4</td><td>4</td></tr><tr><td>8. &#25105;&#21916;&#27426;&#20542;&#21548;&#26469;&#33258;&#19981;&#21516;&#32972;&#26223;&#30340;&#20154;&#30340;&#24847;&#35265;&#65292;&#36825;&#33021;&#24110;&#21161;&#25105;&#29702;&#35299;&#20026;&#20160;&#20040;&#30456;&#21516;&#30340;&#20107;&#24773;&#21487;&#20197;&#26377;&#22914;&#27492;&#22823;&#30340;&#35748;&#35782;&#24046;&#21035;&#12290;</td><td>4</td><td>4</td><td>5</td></tr><tr><td>9. &#25105;&#30340;&#25945;&#32946;&#25152;&#23398;&#21040;&#30340;&#26368;&#37325;&#35201;&#30340;&#37096;&#20998;&#65292;&#26159;&#21435;&#29702;&#35299;&#19982;&#25105;&#23436;&#20840;&#19981;&#21516;&#30340;&#20154;&#12290;</td><td>3</td><td>4</td><td>4</td></tr><tr><td>10. &#25105;&#21916;&#27426;&#21435;&#20102;&#35299;&#20854;&#20182;&#20154;&#30340;&#26469;&#22788;&#65292;&#20182;&#20204;&#30340;&#32463;&#21382;&#20250;&#20915;&#23450;&#20182;&#20204;&#22914;&#20309;&#30475;&#24453;&#20182;&#20204;&#25152;&#20570;&#30340;&#20107;&#24773;&#12290;</td><td>4</td><td>4</td><td>4</td></tr><tr><td>11. &#25105;&#21916;&#27426;&#25198;&#28436;&#39764;&#39740;&#20195;&#35328;&#20154;&mdash;&mdash;&#21453;&#39539;&#21035;&#20154;&#35828;&#30340;&#19996;&#35199;&#12290;</td><td>3</td><td>3</td><td>3</td></tr><tr><td>12.&#22312;&#25105;&#20998;&#26512;&#20107;&#29289;&#30340;&#26102;&#20505;&#65292;&#23613;&#21487;&#33021;&#20445;&#25345;&#23458;&#35266;&#65292;&#36825;&#23545;&#25105;&#24456;&#37325;&#35201;&#12290;</td><td>3</td><td>3</td><td>4</td></tr><tr><td>13. &#22312;&#35780;&#20215;&#26576;&#20154;&#30340;&#35328;&#35770;&#26102;&#65292;&#25105;&#20851;&#27880;&#20182;&#20204;&#35770;&#25454;&#30340;&#36136;&#37327;&#65292;&#32780;&#38750;&#21576;&#29616;&#36825;&#20123;&#35770;&#25454;&#30340;&#20154;&#12290;</td><td>3</td><td>4</td><td>4</td></tr><tr><td>14. &#25105;&#21457;&#29616;&#25105;&#21487;&#20197;&#36890;&#36807;&#19982;&#21453;&#23545;&#25105;&#30340;&#20154;&#36777;&#35770;&#32780;&#21152;&#24378;&#25105;&#33258;&#24049;&#30340;&#35266;&#28857;&#12290;</td><td>4</td><td>4</td><td>5</td></tr><tr><td>15. &#21035;&#20154;&#21487;&#20197;&#25226;&#25105;&#20998;&#26512;&#20107;&#24773;&#30340;&#26041;&#24335;&#31216;&#20026;&ldquo;&#23454;&#39564;&#26816;&#39564;&#27861;&rdquo;&#65292;&#22240;&#20026;&#25105;&#24456;&#20180;&#32454;&#22320;&#32771;&#34385;&#25152;&#26377;&#35777;&#25454;&#12290;</td><td>4</td><td>4</td><td>4</td></tr><tr><td>16. &#25105;&#21457;&#29616;&#33258;&#24049;&#24120;&#24120;&#19982;&#25152;&#35835;&#20070;&#26412;&#30340;&#20316;&#32773;&#20105;&#35770;&#65292;&#35797;&#22270;&#20174;&#36923;&#36753;&#19978;&#24324;&#28165;&#26970;&#20026;&#20160;&#20040;&#20182;&#20204;&#38169;&#20102;&#12290;</td><td>3</td><td>2</td><td>2</td></tr><tr><td>17. &#25105;&#22312;&#35780;&#20215;&#35770;&#25454;&#26102;&#26377;&#26126;&#30830;&#30340;&#26631;&#20934;&#12290;</td><td>3</td><td>3</td><td>3</td></tr><tr><td>18. &#25105;&#35797;&#22270;&#25351;&#20986;&#21035;&#20154;&#24605;&#32500;&#20013;&#30340;&#24369;&#28857;&#65292;&#20197;&#24110;&#21161;&#20182;&#20204;&#38416;&#26126;&#35770;&#28857;&#12290;</td><td>3</td><td>4</td><td>4</td></tr><tr><td>19. &#22312;&#35299;&#20915;&#38382;&#39064;&#30340;&#26102;&#20505;&#65292;&#25105;&#37325;&#35270;&#36923;&#36753;&#21644;&#29702;&#26234;&#30340;&#36816;&#29992;&#65292;<font style="background-color:#ff0000">&#32988;&#36807;&#21442;&#26434;&#25105;&#33258;&#24049;&#30340;&#25285;&#24551;</font>&#12290;</td><td>3</td><td>3</td><td>3</td></tr><tr><td>20. &#25105;&#33457;&#26102;&#38388;&#25630;&#28165;&#26970;&#20107;&#29289;&#30340;&#38169;&#35823;&#26159;&#20160;&#20040;&#12290;&#27604;&#22914;&#35828;&#65292;&#25105;&#20250;&#23547;&#25214;&#19968;&#20123;&#35777;&#26126;&#19981;&#22815;&#20805;&#20998;&#30340;&#25991;&#23398;&#35299;&#37322;&#12290;</td><td>3</td><td>3</td><td>4</td></tr></tbody></table><br><p> It is possible to break down the results for each question associated with connected learning (CK) and arrive at the following scale:<br> &#21487;&#20197;&#23558;&#32467;&#26524;&#25353;&#29031;&#19982;&#36830;&#25509;&#24335;&#23398;&#20064;&#30456;&#20851;&#32852;&#30340;&#27599;&#20010;&#38382;&#39064;&#36827;&#34892;&#20998;&#35299;&#65292;&#24471;&#21040;&#22914;&#19979;&#27979;&#37327;&#32467;&#26524;&#65306;</p><p><br><a class="vt-p" href="http://download.101com.com/wa-mcv/cam/images/em3.jpg" target="_blank" title="Click to enlarge"><img border="0" src="http://download.101com.com/wa-mcv/cam/images/em3.jpg" style="width:375px"></a><br><br> Similarly, the scale results for separate learning (SK)--based upon the questions asked--are:<br> &#21516;&#26679;&#65292;&#23545;&#20110;&#29420;&#31435;&#23398;&#20064;&#30340;&#20998;&#26512;&#32467;&#26524;&mdash;&mdash;&#21516;&#26679;&#22522;&#20110;&#19978;&#36848;&#38382;&#39064;&mdash;&mdash;&#26159;&#65306;</p><p><br><a class="vt-p" href="http://download.101com.com/wa-mcv/cam/images/em4.jpg" target="_blank" title="Click to enlarge"><img border="0" src="http://download.101com.com/wa-mcv/cam/images/em4.jpg" style="width:375px"></a><br><br></p><h2><b>Step 2: Acquiring Input</b></h2><h2><b>&#31532;&#20108;&#27493;&#65306;&#37319;&#38598;&#36755;&#20837;</b></h2><p>Based upon the learning styles identified by the ATTLS survey, the students enrolled in the eCommerce course were then contacted individually (those currently in eBusiness and those not) and asked to provide specific input about what they hoped to gain from the upcoming course. This was done by means of an e-mail sent to all enrolled students asking them to log into Moodle and answer a few questions.<br> &#20197;&#19978;&#23398;&#20064;&#39118;&#26684;&#32463;&#30001;ATTLS&#35843;&#26597;&#30830;&#23450;&#20043;&#21518;&#65292;&#27880;&#20876;&#30005;&#23376;&#21830;&#21153;&#35838;&#31243;&#30340;&#23398;&#29983;&#24471;&#21040;&#20010;&#21035;&#36890;&#30693;&#65288;&#37027;&#20123;&#27491;&#22312;&#23398;&#20064;&#21830;&#21153;&#30005;&#23376;&#21270;&#30340;&#23398;&#29983;&#27809;&#26377;&#24471;&#21040;&#36890;&#30693;&#65289;&#65292;&#24182;&#34987;&#35201;&#27714;&#25552;&#20379;&#26377;&#20851;&#20182;&#20204;&#24076;&#26395;&#20174;&#36825;&#38376;&#21363;&#23558;&#21040;&#26469;&#30340;&#35838;&#31243;&#20013;&#33719;&#24471;&#20160;&#20040;&#26679;&#30340;&#25910;&#30410;&#30340;&#20855;&#20307;&#24819;&#27861;&#12290;&#36825;&#26159;&#36890;&#36807;&#21457;&#36865;&#19968;&#20221;&#30005;&#23376;&#37038;&#20214;&#32473;&#25152;&#26377;&#27880;&#20876;&#23398;&#29983;&#65292;&#35201;&#27714;&#20182;&#20204;&#30331;&#24405;&#39764;&#28783;&#24182;&#22238;&#31572;&#20960;&#20010;&#38382;&#39064;&#12290;<br></p><p><br></p><p>Moodle includes a great tool (known as an activity) for asking a single question with limited answers in Choice. Unfortunately, Choice was much too limited for this undertaking. Instead, a Quiz titled Pre-Course Survey was created. The disadvantage to using a Quiz for this endeavor was that it wants to give a grade, and this had to be explained in the e-mail the students received:<br></p><p>&#39764;&#28783;&#21253;&#21547;&#19968;&#27454;&#24456;&#22909;&#30340;&#24037;&#20855;&#65288;&#34987;&#31216;&#20026;&#27963;&#21160;&#65289;&#65292;&#38382;&#19968;&#20010;&#38382;&#39064;&#65292;&#32473;&#20986;&#20960;&#20010;&#26377;&#38480;&#30340;&#31572;&#26696;&#20379;&#36873;&#25321;&#12290;&#19981;&#24184;&#30340;&#26159;&#65292;&#21487;&#20379;&#22238;&#31572;&#30340;&#36873;&#25321;&#22826;&#36807;&#26377;&#38480;&#12290;&#20107;&#23454;&#19978;&#65292;&#24050;&#32463;&#21019;&#24314;&#20102;&#19968;&#20221;&#25104;&#20026;&#35838;&#21069;&#35843;&#26597;&#30340;&#23567;&#27979;&#39564;&#12290;&#29992;&#23567;&#27979;&#39564;&#23436;&#25104;&#36825;&#39033;&#24037;&#20316;&#30340;&#32570;&#28857;&#22312;&#20110;&#23427;&#20250;&#32473;&#20986;&#35780;&#20998;&#65292;&#36825;&#19968;&#28857;&#23558;&#22312;&#23398;&#29983;&#25910;&#21040;&#30340;&#37038;&#20214;&#20013;&#20570;&#20986;&#35299;&#37322;&#65306; </p><p></p><blockquote>Greetings!<br> &#24744;&#22909;&#65281;<br><br> The reason you are receiving this e-mail is that you are currently enrolled in the eCommerce (BSNS 4400) course this coming spring semester.&nbsp; It is that time of year when I must start putting together a syllabus, and I would like to shake things up a bit from what has been done in the past (my babbling bores even me after a few years of the topic).&nbsp; Before making changes, though, I think the most important thing to do is find out what you are expecting and want - what would be most beneficial to you.<br> &nbsp;&nbsp; &#24744;&#25910;&#21040;&#36825;&#23553;&#20449;&#26159;&#22240;&#20026;&#20320;&#21018;&#21018;&#27880;&#20876;&#20102;&#30005;&#23376;&#21830;&#21153;&#65288;BSNS 4400&#65289;&#36825;&#38376;&#21363;&#23558;&#22312;&#26149;&#23395;&#24320;&#35774;&#30340;&#35838;&#31243;&#12290;<font style="background-color:#ff0000">&#27599;&#24180;&#36825;&#20010;&#26102;&#20505;</font>&#25105;&#37117;&#24517;&#39035;&#32452;&#24314;&#25945;&#23398;&#22823;&#32434;&#65292;&#25105;&#24819;&#31245;&#24494;&#25913;&#21464;&#19968;&#19979;&#36807;&#21435;&#23450;&#19979;&#26469;&#30340;&#19996;&#35199;&#65288;&#36807;&#19978;&#20960;&#24180;&#36825;&#20010;&#35838;&#39064;&#30340;&#20869;&#23481;&#37117;<font style="background-color:#ff0000">&#36807;&#26102;</font>&#20102;&#65289;&#12290;&#19981;&#36807;&#65292;&#22312;&#20570;&#20986;&#25913;&#21464;&#20043;&#21069;&#65292;&#25105;&#35748;&#20026;&#26368;&#37325;&#35201;&#30340;&#20107;&#24773;&#26159;&#25214;&#20986;&#20320;&#20204;&#26368;&#26399;&#24453;&#26368;&#24076;&#26395;&#30340;&#26159;&#20160;&#20040;&mdash;&mdash;&#36825;&#23558;&#23545;&#20320;&#20204;&#26368;&#26377;&#21033;&#12290;<br><br> To order to simplify things, I&#39;ve created a stub for the course in Moodle and added a quiz - it is not really a quiz but Moodle lacks a decent survey module. Between now and December 5th, I would like you to do the following:<br> &#20026;&#20102;&#31616;&#21270;&#20107;&#24773;&#65292;&#25105;&#22312;&#39764;&#28783;&#20026;&#36825;&#38376;&#35838;&#31243;&#21019;&#24314;&#20102;&#19968;&#20221;<font style="background-color:#ff0000">&#21407;&#22411;</font>&#65292;&#28155;&#21152;&#20102;&#19968;&#20221;&#23567;&#27979;&#35797;&mdash;&mdash;&#36825;&#24182;&#19981;&#26159;&#19968;&#20221;&#30495;&#30340;&#23567;&#27979;&#35797;&#65292;&#20294;&#26159;&#39764;&#28783;&#32570;&#20047;&#20687;&#26679;&#30340;&#35843;&#26597;&#38382;&#21367;&#27169;&#22359;&#12290;&#20174;&#20170;&#22825;&#21040;&#21313;&#20108;&#26376;&#20116;&#26085;&#65292;&#25105;&#24076;&#26395;&#20320;&#23436;&#25104;&#20197;&#19979;&#20107;&#24773;&#65306;<br><br><ol><li>Access Moodle</li><li>&#35775;&#38382;&#39764;&#28783;</li><li>Pick this course - BSNS 4400 - from the list of available courses.&nbsp;</li><li>&#20174;&#36873;&#35838;&#28165;&#21333;&#20013;&#36873;&#25321;&#36825;&#38376;&#35838;&#31243;&mdash;&mdash;BSNS 4400</li><li>Pick the Pre-Course Survey (it is the only thing listed) and answer the five questions.&nbsp; Because I am using a quiz module to give a survey, you may get a message saying that you didn&#39;t get all the points, etc. Just ignore that. This is not being done for points - it is being done solely for your collaboration in helping create a more meaningful syllabus.</li><li>&#36873;&#25321;&#35838;&#21069;&#35843;&#26597;&#65288;&#23427;&#26159;&#21807;&#19968;&#21015;&#20986;&#26469;&#30340;&#19996;&#35199;&#65289;&#24182;&#22238;&#31572;&#20116;&#20010;&#38382;&#39064;&#12290;&#22240;&#20026;&#25105;&#20351;&#29992;&#20102;&#23567;&#27979;&#39564;&#27169;&#22359;&#21046;&#20316;&#35843;&#26597;&#38382;&#21367;&#65292;&#20320;&#21487;&#33021;&#20250;&#25910;&#21040;&#19968;&#26465;&#28040;&#24687;&#35828;&#20320;&#27809;&#26377;&#36873;&#25321;&#25152;&#26377;&#31572;&#26696;&#35832;&#22914;&#27492;&#31867;&#12290;&#24573;&#30053;&#23427;&#23601;&#26159;&#20102;&#12290;&#19981;&#38656;&#35201;&#20026;&#39064;&#30446;&#32780;&#20570;&#39064;&#65292;&#20570;&#39064;&#30340;&#21807;&#19968;&#30446;&#30340;&#26159;&#20026;&#20102;&#22312;&#20320;&#30340;&#24110;&#21161;&#19979;&#21019;&#24314;&#19968;&#20221;&#26356;&#26377;&#24847;&#20041;&#30340;&#25945;&#23398;&#22823;&#32434;&#12290;</li></ol> &nbsp;<br> Your help and participation (before December 5th) is appreciated, and I look forward to seeing you in class in January.&#24863;&#35874;&#20320;&#65288;&#22312;&#21313;&#20108;&#26376;&#20116;&#26085;&#20043;&#21069;&#65289;&#30340;&#24110;&#21161;&#21644;&#21442;&#19982;&#65292;&#26399;&#24453;&#30528;&#19968;&#26376;&#20221;&#22312;&#35838;&#22530;&#19978;&#33021;&#35265;&#21040;&#20320;&#12290;</blockquote><p>Five questions were asked:<br></p><div style="text-align:-webkit-auto">&#20116;&#20010;&#38382;&#39064;&#22914;&#19979;&#65306;</div><div style="text-align:-webkit-auto"><br></div><b>1. There can be as few as one exam for this course, or as many as four. IF there is one, it will be the final, and all exam points will be allotted to it. IF there are two exams, there will be a midterm and final and the exam points will be evenly allotted between the two of them.&nbsp; The same pattern will be follow for three or four exams. How many exams would you like the course to include?</b><br> 1. &#36825;&#38376;&#35838;&#21487;&#20197;&#21482;&#26377;&#19968;&#27425;&#32771;&#35797;&#65292;&#20063;&#21487;&#20197;&#26377;&#22235;&#27425;&#12290;&#22914;&#26524;&#21482;&#26377;&#19968;&#27425;&#65292;&#23601;&#20250;&#26159;&#26399;&#26411;&#32771;&#35797;&#65292;&#32771;&#35797;&#25104;&#32489;&#23601;&#26159;&#23398;&#20064;&#25104;&#32489;&#12290;&#22914;&#26524;&#26377;&#20004;&#27425;&#32771;&#35797;&#65292;&#23601;&#26159;&#19968;&#27425;&#26399;&#20013;&#19968;&#27425;&#26399;&#26411;&#65292;&#23398;&#20064;&#25104;&#32489;&#20026;&#20004;&#27425;&#32771;&#35797;&#25104;&#32489;&#21462;&#24179;&#22343;&#12290;&#19977;&#22235;&#27425;&#32771;&#35797;&#20197;&#27492;&#31867;&#25512;&#12290;&#20320;&#24076;&#26395;&#36825;&#38376;&#35838;&#31243;&#26377;&#22810;&#23569;&#27425;&#32771;&#35797;&#65311;<br><br> This was a single answer, multiple-choice, question with four choices (one, two, three, and four).<br> &#36825;&#26159;&#19968;&#36947;&#21333;&#36873;&#39064;&#65292;&#26377;&#22235;&#20010;&#36873;&#39033;&#65288;&#19968;&#12289;&#20108;&#12289;&#19977;&#12289;&#22235;&#65289;&#12290;<br><div style="text-align:-webkit-auto"><br></div><b>2. When it comes to grading, please prioritize the following in terms of the weight they should carry for the course: </b><br> 2. &#25171;&#20998;&#35780;&#32423;&#30340;&#26102;&#20505;&#65292;&#35831;&#20248;&#20808;&#32771;&#34385;&#20197;&#19979;&#39033;&#30446;&#22312;&#35838;&#31243;&#20013;&#25152;&#21344;&#26435;&#37325;&#65306;<br><div style="text-align:-webkit-auto"><br></div> This was done as a matching question. The choices were: Exam(s), Quizzes, Presentations, Projects (experiential), Participation, and Attendance. The possibilities for matching ranged from &quot;most weight&quot; to &quot;least weight&quot;.<br> &#36825;&#26159;&#19968;&#36947;&#21305;&#37197;&#39064;&#12290;&#36873;&#39033;&#26377;&#65306;&#32771;&#35797;&#12289;&#27979;&#39564;&#12289;&#25253;&#21578;&#28436;&#35762;&#12289;&#39033;&#30446;&#20307;&#39564;&#12289;&#21442;&#19982;/&#20998;&#20139;&#12289;&#20986;&#21220;&#12290;&#21305;&#37197;&#30340;&#33539;&#22260;&#20171;&#20110;&ldquo;&#26368;&#37325;&rdquo;&#21040;&ldquo;&#26368;&#36731;&rdquo;&#12290;<br><div style="text-align:-webkit-auto"><br></div><b>3. In terms of percentage of time spent on activities for the class, please rank the following:</b><br> 3. &#23601;&#35838;&#22530;&#27963;&#21160;&#26102;&#38388;&#30340;&#30334;&#20998;&#27604;&#32780;&#35328;&#65292;&#35831;&#23558;&#20197;&#19979;&#39033;&#30446;&#25490;&#24207;&#65306; <div><div style="text-align:-webkit-auto"><br></div> This was also done as a matching question. The choices were: Lecture, Projects (group and individual), Media Presentations (video in class, etc.), Open class discussions, and Online activities instead of class. The possibilities for matching ranged from &quot;More time should be devoted to this than any other activity&quot; to &quot;This should be the least most common activity&quot;.<br> &#36825;&#20063;&#26159;&#19968;&#36947;&#21305;&#37197;&#39064;&#12290;&#36873;&#39033;&#26377;&#65306;&#25945;&#24072;&#35762;&#25480;&#12289;&#39033;&#30446;&#27963;&#21160;&#65288;&#22242;&#38431;&#21644;&#20010;&#20154;&#65289;&#12289;&#23186;&#20307;&#23637;&#31034;&#65288;&#22312;&#29677;&#32423;&#23637;&#31034;&#35270;&#39057;&#31561;&#65289;&#65292;&#24320;&#25918;&#24335;&#29677;&#32423;&#35752;&#35770;&#12289;&#21462;&#20195;&#35838;&#22530;&#30340;&#22312;&#32447;&#27963;&#21160;&#12290;&#21305;&#37197;&#33539;&#22260;&#30340;&#21487;&#33021;&#24615;&#20174;&ldquo;&#24212;&#35813;&#27604;&#20854;&#20182;&#27963;&#21160;&#25237;&#20837;&#26356;&#22810;&#26102;&#38388;&rdquo;&#21040;&ldquo;&#36825;&#21482;&#26159;&#19968;&#20010;&#26368;&#36215;&#30721;&#30340;&#20844;&#20849;&#27963;&#21160;&rdquo;&#12290;</div><br><b>4. What are three things that you want to learn as a result of taking this class?</b><br> 4. &#20320;&#23398;&#36825;&#38376;&#35838;&#26368;&#24819;&#23398;&#21040;&#30340;&#19977;&#26679;&#20107;&#24773;&#26159;&#20160;&#20040;&#65311; <div><div style="text-align:-webkit-auto"><br></div> This was given as a short answer question.<br> &#36825;&#26159;&#19968;&#36947;&#31616;&#31572;&#39064;&#12290;</div><br><b>5. The grading scale is open, and a number of schools use different scales. Which of the following should constitute an &quot;A&quot; (we can then work backward from there to fill out the rest of the grading scale)?</b><br> 5. &#23450;&#32423;&#26631;&#20934;&#26159;&#24320;&#25918;&#30340;&#65292;&#24456;&#22810;&#23398;&#26657;&#29992;&#30340;&#26631;&#20934;&#21508;&#19981;&#30456;&#21516;&#12290;&#19979;&#38754;&#21738;&#19968;&#39033;&#24212;&#35813;&#24471;&ldquo;&#20248;&rdquo;&#65288;&#25509;&#19979;&#26469;&#25105;&#20204;&#21487;&#20197;&#20498;&#25512;&#20986;&#23450;&#32423;&#26631;&#20934;&#30340;&#21097;&#20313;&#37096;&#20998;&#65289;&#65311;<br><div style="text-align:-webkit-auto"><br></div><p>This was a single answer, multiple-choice, question with four choices (95-100%, 93-100%, 90-100%, 88-100%).After the students took the quiz, and it closed, the next step was to exam the Results, and particularly the Item Analysis. In this case, it showed the following results:<br></p><div style="text-align:-webkit-auto">&#36825;&#26159;&#19968;&#39033;&#21333;&#36873;&#39064;&#65292;&#26377;&#22235;&#20010;&#36873;&#39033;&#65288;95-100%&#65292;93-100%&#65292;90-100%&#65292;88-100%&#65289;&#12290;&#23398;&#29983;&#23436;&#25104;&#23567;&#27979;&#39564;&#20043;&#21518;&#65292;&#25509;&#19979;&#26469;&#23601;&#26159;&#20986;&#32771;&#35797;&#32467;&#26524;&#65292;&#23588;&#20854;&#26159;&#20998;&#26512;&#32771;&#35797;&#24773;&#20917;&#12290;&#22312;&#36825;&#37324;&#65292;&#20998;&#26512;&#32467;&#26524;&#23637;&#31034;&#22914;&#19979;&#65306;</div><blockquote><ol><li>By an overwhelming margin, students preferred three exams.&nbsp;</li><li>&#21344;&#25454;&#32477;&#23545;&#20248;&#21183;&#65292;&#23398;&#29983;&#20542;&#21521;&#20110;&#19977;&#27425;&#32771;&#35797;&#12290;</li><li>The preferred priority was: Exams, Participation, Projects, Presentations, Quizzes, and Attendance.</li><li>&#23398;&#29983;&#21916;&#27426;&#30340;&#20248;&#20808;&#39034;&#24207;&#26159;&#65306;&#32771;&#35797;&#12289;&#21442;&#19982;&#21644;&#20998;&#20139;&#12289;&#39033;&#30446;&#27963;&#21160;&#12289;&#25253;&#21578;&#28436;&#35762;&#12289;&#23567;&#27979;&#39564;&#12289;&#20986;&#21220;&#12290;</li><li>The results on the percentage question were too diverse to be meaningful. This left me with using the results from the second question as a proxy during this phase.</li><li>&#36825;&#36947;&#30334;&#20998;&#27604;&#39064;&#30446;&#30340;&#32467;&#26524;&#22312;&#24847;&#20041;&#19978;&#26377;&#22826;&#22810;&#19981;&#21516;&#12290;&#36825;&#35753;&#25105;&#22312;&#36825;&#19968;&#38454;&#27573;&#29992;&#31532;&#20108;&#39064;&#30340;&#32467;&#26524;&#20316;&#20026;&#26367;&#20195;&#12290;</li><li>Answers ranged from &quot;I honestly have no idea what I want from this class&quot; to specific issues involving Web site creation, moving from brick and mortar to eCommerce, and so on.</li><li>&#31572;&#26696;&#24418;&#24418;&#33394;&#33394;&#65292;&#20174;&ldquo;&#32769;&#23454;&#35828;&#25105;&#19981;&#30693;&#36947;&#25105;&#24819;&#20174;&#36825;&#38376;&#35838;&#23398;&#21040;&#20160;&#20040;&rdquo;&#21040;&#21019;&#24314;&#32593;&#31449;&#12289;&#22914;&#20309;&#20174;&#23454;&#20307;&#36716;&#21521;&#30005;&#23376;&#21830;&#21153;&#31561;&#20855;&#20307;&#38382;&#39064;&#65292;&#31561;&#31561;&#12290;</li><li>By a slim margin, students preferred the 93-100% range for an &quot;A&quot;, and this could be attributable to it being the standard scale used at this university. &nbsp;</li><li>&#20381;&#38752;&#24494;&#24369;&#20248;&#21183;&#65292;&#23398;&#29983;&#20542;&#21521;&#20110;&#23558;93-100%&#23450;&#20026;&ldquo;&#20248;&rdquo;&#65292;&#36825;&#21487;&#33021;&#26159;&#22240;&#20026;&#36825;&#26159;&#36825;&#25152;&#22823;&#23398;&#25152;&#29992;&#30340;&#36890;&#29992;&#23450;&#32423;&#26631;&#20934;&#12290;</li></ol></blockquote><h2><b><b>Step 3: Fine Tuning</b></b></h2><h2><b><b>&#31532;&#19977;&#27493;&#65306;&#24494;&#35843;</b></b></h2><p>Given the student responses, the syllabus for the course was created. Before the fall semester ended, the syllabus for this spring course was posted online for the students to see. Not all that shockingly, many students chose not to access it before leaving for break.<br>&#26681;&#25454;&#23398;&#29983;&#30340;&#21453;&#39304;&#65292;&#24314;&#31435;&#36215;&#20102;&#36825;&#38376;&#35838;&#31243;&#30340;&#25945;&#23398;&#22823;&#32434;&#12290;&#22312;&#31179;&#23395;&#23398;&#26399;&#32467;&#26463;&#20043;&#21069;&#65292;&#36825;&#38376;&#26149;&#23395;&#35838;&#31243;&#30340;&#25945;&#23398;&#22823;&#32434;&#34987;&#24352;&#36148;&#19978;&#32447;&#65292;&#20379;&#23398;&#29983;&#35266;&#30475;&#12290;&#19981;&#26159;&#25152;&#26377;&#20154;&#24863;&#21040;&#24778;&#35766;&#65292;&#35768;&#22810;&#23398;&#29983;&#22312;&#25918;&#20551;&#21069;&#24182;&#27809;&#26377;&#30475;&#12290;</p><p><br> The week that classes were scheduled to begin, the syllabus was sent as an attachment to the enrolled students with the following message:<br></p><p>&#35838;&#31243;&#35745;&#21010;&#24320;&#22987;&#30340;&#36825;&#19968;&#21608;&#65292;&#25945;&#23398;&#22823;&#32434;&#20316;&#20026;&#38468;&#20214;&#36319;&#38543;&#20197;&#19979;&#20449;&#24687;&#21457;&#32473;&#27880;&#20876;&#23398;&#29983;&#65306;</p><blockquote>Greetings!<br>&#20320;&#22909;&#65281;<br><br> Attached is the syllabus for the eCommerce course as it now stands. This syllabus was created using the input many of you provided in the survey (through Moodle) at the end of last semester.&nbsp; Please look it over and consider areas that you would like to tweak or fine tune. We will discuss - and finalize - this the first day of class.<br>&#38468;&#20214;&#20026;&#30005;&#23376;&#21830;&#21153;&#35838;&#31243;&#25152;&#20381;&#25454;&#30340;&#25945;&#23398;&#22823;&#32434;&#12290;&#27492;&#25945;&#23398;&#22823;&#32434;&#26681;&#25454;&#19978;&#23398;&#26399;&#26411;&#20320;&#20204;&#24403;&#20013;&#35768;&#22810;&#20154;&#22312;&#65288;&#39764;&#28783;&#65289;&#35843;&#26597;&#38382;&#21367;&#20013;&#25152;&#31572;&#32780;&#21019;&#24314;&#12290;&#35831;&#20180;&#32454;&#38405;&#35835;&#24182;&#32771;&#34385;&#20320;&#24819;&#35201;&#35843;&#25972;&#25110;&#24494;&#35843;&#30340;&#22320;&#26041;&#12290;&#25105;&#20204;&#23558;&#22312;&#19978;&#35838;&#31532;&#19968;&#22825;&#23637;&#24320;&#35752;&#35770;&#24182;&#26368;&#32456;&#30830;&#23450;&#19979;&#26469;&#12290;<br><br>Thank you,<br>&#35874;&#35874;&#20320;&#65292;</blockquote><p>At the first class session, there were several students who had signed up at the last minute and had not been able to be a part of the development. During that session, the syllabus was reviewed, and an overview of the process used to create it was given.&nbsp; The floor was opened to all students for suggestions, modifications, and other discussion. Surprisingly, all of the discussion was positive, and the students expressed appreciation for being allowed to have a say in the methodology. After only 20 minutes, the discussion ended with the syllabus being left as it was prior to the start of class. <br>&#22312;&#36825;&#38376;&#35838;&#31532;&#19968;&#20010;&#27963;&#21160;&#20013;&#65292;&#26377;&#23569;&#25968;&#23398;&#29983;&#22312;&#26368;&#21518;&#19968;&#21051;&#27880;&#20876;&#20294;&#27809;&#33021;&#25104;&#20026;&#35838;&#22530;&#30340;&#19968;&#37096;&#20998;&#12290;&#22312;&#27492;&#27963;&#21160;&#20013;&#65292;&#23457;&#26597;&#20102;&#25945;&#23398;&#22823;&#32434;&#65292;&#24182;&#23545;&#21019;&#24314;&#25945;&#23398;&#22823;&#32434;&#30340;&#36807;&#31243;&#20316;&#20102;&#22238;&#39038;&#12290;&#20801;&#35768;&#25152;&#26377;&#23398;&#29983;&#21457;&#35328;&#24314;&#35758;&#12289;&#20462;&#25913;&#20197;&#21450;&#23637;&#24320;&#20854;&#20182;&#35752;&#35770;&#12290;&#20196;&#20154;&#24778;&#35766;&#30340;&#26159;&#65292;&#25152;&#26377;&#35752;&#35770;&#37117;&#26159;&#31215;&#26497;&#30340;&#65292;&#23398;&#29983;&#24456;&#27427;&#36175;&#22312;&#36825;&#31181;&#25945;&#23398;&#26041;&#27861;&#20013;&#20801;&#35768;&#20182;&#20204;&#21457;&#35328;&#12290;&#20108;&#21313;&#20998;&#38047;&#21518;&#65292;&#35752;&#35770;&#32467;&#26463;&#65292;&#24320;&#22987;&#19978;&#35838;&#20043;&#21069;&#30340;&#25945;&#23398;&#22823;&#32434;&#34987;&#20445;&#30041;&#19979;&#26469;&#20102;&#12290;</p><p><br> The 20 minutes of class time proved much more bearable than several entire class sessions, and the experiment was deemed a success that will be repeated again in subsequent semesters.<br>&#36825;&#20108;&#21313;&#20998;&#38047;&#35838;&#22530;&#26102;&#38388;&#25152;&#25552;&#20379;&#30340;&#20869;&#23481;&#36828;&#22810;&#20110;&#20960;&#22530;&#35838;&#25152;&#33021;&#25552;&#20379;&#30340;&#65292;&#35813;&#23454;&#39564;<font style="background-color:#ff0000">&#22312;&#38543;&#21518;&#20960;&#20010;&#23398;&#26399;&#20063;&#21462;&#24471;&#20102;</font>&#25104;&#21151;&#12290;</p><h2><b>Reference</b></h2><h2><b>&#21442;&#32771;&#25991;&#29486;</b></h2> Galotti, K.M. &amp; Clinchy, B.M. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Toward Thinking and Learning Survey (ATTLS). <i>Sex Roles</i>, 40 (9/10), 745-766.<br><p><br> Emmett Dulaney is an assistant professor at Anderson University and the author of several books on technology-related topics. He is a regular contributor to CertCities and can be reached at <a class="vt-p" href="mailto:edulaney@insightbb.com">edulaney@insightbb.com</a>.</p><div class="cite"><h4>Cite this Site</h4><h4>&#24341;&#29992;&#26412;&#31449;</h4><div><b>Emmett Dulaney</b>, <i>&quot;Creating a Collaborative Syllabus Using Moodle,&quot;</i> Campus Technology, 2/27/2008, http://www.campustechnology.com/article.aspx?aid=58847</div><p><br></p><p>copy text (above) for proper citation</p></div>&#27491;&#24403;&#24341;&#29992;&#32773;&#21487;&#22797;&#21046;&#20197;&#19978;&#25991;&#26412;<br><br> http://www.campustechnology.com/article.aspx?aid=58847<br><br><br>Orcahttp://www.blogger.com/profile/03415884987803612593noreply@blogger.com0tag:blogger.com,1999:blog-9033329630711909277.post-72171876644191235752010-10-01T17:23:00.001+08:002010-10-01T21:33:54.753+08:00翻译《在线教学的最佳实践：不要假设》<h5>January 18, 2010</h5><h5>&#20108;&#12295;&#19968;&#12295;&#24180;&#19968;&#26376;&#21313;&#20843;&#26085;<a id="top"></a></h5><h1><a href="http://www.facultyfocus.com/articles/online-education/best-practices-in-online-teaching-dont-assume/">Best Practices in Online Teaching: Don&rsquo;t Assume</a></h1><h1><a href="http://www.facultyfocus.com/articles/online-education/best-practices-in-online-teaching-dont-assume/"></a>&#22312;&#32447;&#25945;&#23398;&#30340;&#26368;&#20339;&#23454;&#36341;&#65306;&#19981;&#35201;&#20551;&#35774;</h1><p>By:&nbsp;<a href="http://www.facultyfocus.com/author/lori-norin-tim-wall/">Lori Norin and Tim Wall</a>&nbsp;in&nbsp;<a href="http://www.facultyfocus.com/articles/online-education/">Online Education</a></p><p>&#20316;&#32773;&#65306;&#22312;&#32447;&#25945;&#32946;&#32593;&#31449; &#32599;&#35834;&#26519;&#21644;&#19969;&#27779;</p><p><br></p><p>We want our students to learn what we have to teach them. We want them to retain it. In the best case, we want them to enjoy the work, assimilate the driving principles, and look forward to each opportunity to make their work better. We diligently gear up and learn how to use slick software that allows students easy access to a wide variety of materials.</p><p>&#25105;&#20204;&#24076;&#26395;&#25105;&#20204;&#30340;&#23398;&#29983;&#23398;&#20064;&#25105;&#20204;&#20132;&#32473;&#20182;&#20204;&#30340;&#19996;&#35199;&#12290;&#25105;&#20204;&#24076;&#26395;&#20182;&#20204;&#33021;&#35760;&#20303;&#36825;&#20123;&#19996;&#35199;&#12290;&#22312;&#26368;&#22909;&#30340;&#24773;&#20917;&#19979;&#65292;&#25105;&#20204;&#24076;&#26395;&#20182;&#20204;&#33021;&#22815;&#20139;&#21463;&#23398;&#20064;&#65292;<font style="background-color:#ff0000">&#25509;&#21463;&#39537;&#21160;&#27861;&#21017;</font>&#65292;&#30460;&#26395;&#27599;&#19968;&#27425;&#35753;&#20182;&#20204;&#24037;&#20316;&#24471;&#26356;&#22909;&#30340;&#26426;&#20250;&#12290;&#25105;&#20204;&#21162;&#21147;&#36319;&#19978;&#24418;&#21183;&#65292;&#23398;&#20064;&#22914;&#20309;&#28789;&#27963;&#20351;&#29992;&#36719;&#20214;&#65292;&#35753;&#23398;&#29983;&#36731;&#26131;&#33719;&#21462;&#31181;&#31867;&#32321;&#22810;&#30340;&#32032;&#26448;&#12290;</p><p><br></p><p>We&rsquo;ve committed to&nbsp;<a href="http://www.facultyfocus.com/tag/teaching-online/">teaching online</a>, either totally or simply using Web materials to enhance a traditional classroom setting. Yet with all the features and potential efficiency of teaching software, we still know that too many students simply aren&rsquo;t &ldquo;getting&rdquo; what we have to teach, let alone enjoying it. Why? We bought the best software available; we learned every bell and whistle it had to offer, and we&rsquo;re confident of our own credentials.</p><p>&#25105;&#20204;&#33268;&#21147;&#20110;&#22312;&#32447;&#25945;&#32946;&#65292;&#25110;&#23436;&#20840;&#25110;&#31616;&#21333;&#20351;&#29992;&#32593;&#32476;&#32032;&#26448;&#21435;&#22686;&#24378;&#20256;&#32479;&#35838;&#22530;&#29615;&#22659;&#12290;&#28982;&#32780;&#65292;&#30456;&#27604;&#20110;&#25945;&#23398;&#36719;&#20214;&#25152;&#26377;&#21151;&#33021;&#21644;&#28508;&#22312;&#25928;&#30410;&#65292;&#25105;&#20204;&#20173;&#28982;&#30693;&#36947;&#65292;&#22826;&#22810;&#30340;&#23398;&#29983;&#26681;&#26412;&#27809;&#26377;&#25484;&#25569;&#25105;&#20204;&#25152;&#25945;&#30340;&#19996;&#35199;&#65292;&#26356;&#21035;&#35828;&#20139;&#21463;&#23427;&#20102;&#12290;&#20026;&#20160;&#20040;&#65311;&#25105;&#20204;&#20080;&#20102;&#26368;&#22909;&#30340;&#36719;&#20214;&#20379;&#20154;&#20351;&#29992;&#65292;&#25105;&#20204;&#31934;&#36890;&#36719;&#20214;&#25552;&#20379;&#30340;&#27599;&#19968;&#39033;&#21151;&#33021;&#65292;&#32780;&#19988;&#25105;&#20204;&#23545;&#25105;&#20204;&#30340;&#25991;&#20973;&#26377;&#20449;&#24515;&#12290;</p><p><br></p><p>So what&rsquo;s missing? Maybe it&rsquo;s as simple as a little up-front housekeeping. Before day one, we can take a few simple but effective steps that will help students launch through that first day, and then use their energy on the course rather than on frustration.</p><p>&#37027;&#20040;&#65292;&#36824;&#32570;&#23569;&#20160;&#20040;&#65311;&#20063;&#35768;&#23601;&#36319;&#39044;&#20808;&#20570;&#23478;&#21153;&#19968;&#26679;&#31616;&#21333;&#12290;&#21069;&#19968;&#22825;&#65292;&#25105;&#20204;&#21487;&#20197;&#37319;&#21462;&#19968;&#20123;&#31616;&#21333;&#26377;&#25928;&#30340;&#27493;&#39588;&#24110;&#21161;&#23398;&#29983;&#24230;&#36807;&#31532;&#19968;&#22825;&#65292;&#28982;&#21518;&#21033;&#29992;&#20182;&#20204;&#22312;&#35838;&#31243;&#20013;&#30340;&#27963;&#21147;&#32780;&#19981;&#26159;&#25387;&#25240;&#12290;</p><p><br></p><p>Here are some easy-to-implement best practices for kicking off your&nbsp;<a href="http://www.facultyfocus.com/tag/online-course/">online course</a>s:</p><p>&#36825;&#37324;&#26377;&#19968;&#20123;&#26131;&#20110;&#23454;&#26045;&#30340;&#22909;&#21150;&#27861;&#24110;&#21161;&#20320;&#24320;&#22987;&#22312;&#32447;&#35838;&#31243;&#65306;</p><p><br></p><ul><li>Don&rsquo;t assume students understand the workings of an online course. Offer them tips for&nbsp;<a href="http://www.facultyfocus.com/tag/online-learners/">online learners</a>&nbsp;that include knowledge of traditional versus&nbsp;<a href="http://www.facultyfocus.com/tag/online-learning/">online learning</a>, Web etiquette, helpful links, and where to go for help. Also include suggested study tips for online learners. Remind students that even though they are at home when they log on to complete their class work, they still need to find an environment free from distractions where they can turn off the cell phone and the iPod, have someone else watch the kids, and really focus on their class work.</li><li>&#19981;&#35201;&#20551;&#35774;&#23398;&#29983;&#20102;&#35299;&#22312;&#32447;&#35838;&#31243;&#30340;&#36816;&#20316;&#12290;&#20026;&#22312;&#32447;&#23398;&#20064;&#32773;&#25552;&#20379;&#30340;&#25216;&#24039;&#21253;&#25324;&#20256;&#32479;&#30693;&#35782;&#19982;&#22312;&#32447;&#23398;&#20064;&#30340;&#27604;&#36739;&#65292;&#32593;&#32476;&#31036;&#20202;&#65292;&#26377;&#29992;&#30340;&#38142;&#25509;&#65292;&#20197;&#21450;&#21435;&#21738;&#20799;&#21487;&#20197;&#25214;&#21040;&#24110;&#21161;&#12290;&#24314;&#35758;&#36824;&#21253;&#25324;&#21521;&#22312;&#32447;&#23398;&#20064;&#32773;&#25552;&#20379;&#23398;&#20064;&#25216;&#24039;&#12290;&#25552;&#37266;&#23398;&#29983;&#23613;&#31649;&#20182;&#20204;&#21487;&#20197;&#22312;&#23478;&#30331;&#24405;&#23436;&#25104;&#29677;&#32423;&#20219;&#21153;&#65292;&#20294;&#20182;&#20204;&#20173;&#28982;&#38656;&#35201;&#20174;&#28040;&#36963;&#20013;&#25670;&#33073;&#20986;&#26469;&#65292;&#25214;&#19968;&#20010;&#22909;&#30340;&#29615;&#22659;&#65292;&#22312;&#36825;&#37324;&#20182;&#20204;&#21487;&#20197;&#20851;&#25481;&#25163;&#26426;&#21644;&#38899;&#20048;&#25773;&#25918;&#22120;&#65292;&#35753;&#21035;&#20154;&#29031;&#30475;&#23401;&#23376;&#65292;&#20174;&#32780;&#30495;&#27491;&#20851;&#27880;&#20182;&#20204;&#30340;&#29677;&#32423;&#20219;&#21153;&#12290;</li><li>Don&rsquo;t assume students have the minimum equipment and/or skill requirements needed to be successful in an online course. Be sure to make the minimum equipment requirements readily available to students prior to the official start date. In addition to whatever postings your institution might offer, a personal email to all students enrolled is a great idea. If your institution doesn&rsquo;t test students for minimum computer skills, be sure those enrolled understand the basic computer skills needed. All too many students who sign up for Web courses can&rsquo;t save a file to CD or change a font to boldface.</li><li>&#19981;&#35201;&#20551;&#35774;&#23398;&#29983;&#25317;&#26377;&#25104;&#21151;&#23436;&#25104;&#22312;&#32447;&#35838;&#31243;&#24517;&#38656;&#30340;&#26368;&#23567;&#35013;&#22791;&#21644;&#25216;&#33021;&#38656;&#27714;&#12290;&#21153;&#24517;&#30830;&#20445;&#22312;&#27491;&#24335;&#24320;&#35838;&#20043;&#21069;&#65292;&#26368;&#23567;&#35013;&#22791;&#24050;&#32463;&#21457;&#25918;&#21040;&#23398;&#29983;&#25163;&#20013;&#12290;&#38500;&#20102;&#20844;&#31034;&#36149;&#26426;&#26500;&#25152;&#33021;&#25552;&#20379;&#30340;&#20219;&#20309;&#19996;&#35199;&#22806;&#65292;&#21521;&#25152;&#26377;&#20837;&#23398;&#23398;&#29983;&#25552;&#20379;&#19968;&#20221;&#20010;&#20154;&#30005;&#23376;&#37038;&#31665;&#65292;&#26159;&#20010;&#24456;&#22909;&#30340;&#20027;&#24847;&#12290;&#22914;&#26524;&#36149;&#26426;&#26500;&#24182;&#19981;&#27979;&#35797;&#23398;&#29983;&#30340;&#26368;&#20302;&#35745;&#31639;&#26426;&#25216;&#33021;&#65292;&#35831;&#30830;&#20445;&#27880;&#20876;&#23398;&#29983;&#25484;&#25569;&#25152;&#38656;&#30340;&#26368;&#22522;&#26412;&#30340;&#35745;&#31639;&#26426;&#25216;&#33021;&#12290;&#26377;&#22826;&#22810;&#30340;&#23398;&#29983;&#21487;&#20197;&#27880;&#20876;&#32593;&#32476;&#35838;&#31243;&#65292;&#21364;&#19981;&#33021;&#23558;&#25991;&#20214;&#20445;&#23384;&#21040;&#20809;&#30424;&#19978;&#65292;&#20063;&#26080;&#27861;&#23558;&#23383;&#20307;&#25913;&#25104;&#40657;&#20307;&#12290;<br></li><li>Don&rsquo;t assume students know how to behave in a Web course. Require them to sign a behavior and ethics contract. Said contract should outline the acceptable code of conduct for the course. With the immediacy of email, students often fire off messages without thinking about the ramifications of tone or word choice. Students routinely use email and texting for their daily communication with each other and they may not realize that what works with peers may not be appropriate in an academic setting. Explain such concepts as flaming, using all caps, and interpersonal communication (inappropriate tone) via the Web.</li><li>&#19981;&#35201;&#20551;&#35774;&#23398;&#29983;&#30693;&#36947;&#22312;&#32593;&#32476;&#35838;&#31243;&#20013;&#22914;&#20309;&#34920;&#29616;&#12290;&#35201;&#27714;&#20182;&#20204;&#31614;&#32626;&#34892;&#20026;&#36947;&#24503;&#21327;&#32422;&#12290;&#35813;&#21327;&#32422;&#24212;&#27010;&#36848;&#35813;&#35838;&#31243;&#21487;&#25509;&#21463;&#30340;&#34892;&#20026;&#26465;&#27454;&#12290;&#22240;&#20026;&#30005;&#23376;&#37038;&#20214;&#30340;&#30452;&#25509;&#65292;&#23398;&#29983;&#24120;&#24120;&#19977;&#30058;&#20116;&#27425;&#21457;&#20449;&#65292;&#32780;&#19981;&#32771;&#34385;&#35821;&#27668;&#21644;&#25991;&#23383;&#36873;&#25321;&#30340;&#21518;&#26524;&#12290;&#23398;&#29983;&#24444;&#27492;&#20043;&#38388;&#30340;&#26085;&#24120;&#36890;&#35759;&#32463;&#24120;&#20351;&#29992;&#30005;&#23376;&#37038;&#20214;&#21644;&#30701;&#20449;&#65292;&#20182;&#20204;&#21487;&#33021;&#24182;&#27809;&#26377;&#24847;&#35782;&#21040;&#65292;&#19982;&#21516;&#40836;&#20154;&#20132;&#24448;&#30340;&#26041;&#24335;&#65292;&#21487;&#33021;&#24182;&#19981;&#36866;&#21512;&#20110;&#23398;&#26415;&#29615;&#22659;&#12290;&#38656;&#35201;&#35299;&#37322;&#35832;&#22914;&#32593;&#32476;&#27450;&#35784;&#12289;&#20840;&#22823;&#20889;&#31561;&#27010;&#24565;&#65292;&#20197;&#21450;&#22914;&#20309;&#36890;&#36807;&#32593;&#32476;&#36827;&#34892;&#20154;&#38469;&#27807;&#36890;&#65288;<font style="background-color:#ff0000">&#19981;&#24403;&#24418;&#24335;</font>&#65289;&#12290;<br></li><li>Don&rsquo;t assume students know the more important rules and regulations in the&nbsp;<a href="http://www.facultyfocus.com/tag/syllabus/">syllabus</a>. How many times do students receive a detailed syllabus only to come back and ask an obvious question? Again, give them a short syllabus quiz and require that they score 100 percent before they continue in the course. Four or five questions are plenty.</li><li>&#19981;&#35201;&#20551;&#35774;&#23398;&#29983;&#30693;&#36947;&#25945;&#23398;&#22823;&#32434;&#20013;&#30340;&#24456;&#37325;&#35201;&#30340;&#35268;&#21017;&#35268;&#23450;&#12290;&#26377;&#22810;&#23569;&#27425;&#65292;&#23398;&#29983;&#25343;&#21040;&#35814;&#32454;&#30340;&#25945;&#23398;&#22823;&#32434;&#21518;&#21448;&#22238;&#36807;&#26469;&#38382;&#19968;&#20010;&#31616;&#21333;&#38382;&#39064;&#65311;&#21516;&#26679;&#65292;&#32473;&#20182;&#20204;&#19968;&#20221;&#31616;&#30701;&#30340;&#25945;&#23398;&#22823;&#32434;&#27979;&#35797;&#39064;&#65292;&#35201;&#27714;&#20182;&#20204;&#25343;&#21040;&#21734;&#21834;&#19968;&#30334;&#20998;&#20043;&#21518;&#25165;&#33021;&#32487;&#32493;&#35838;&#31243;&#12290;&#22235;&#20116;&#20010;&#38382;&#39064;&#23601;&#36275;&#22815;&#20102;&#12290;<br></li></ul><p>We&rsquo;re by no means claiming that this list is exhaustive, or that it will guarantee success. What we can claim is that best practices will net fewer and less troublesome episodes; maybe you&rsquo;ll avoid that mid-semester insomnia generator that brings you out of a sound sleep with these words: Why didn&rsquo;t I take care of that when I had the chance?</p><p>&#25105;&#20204;&#24182;&#19981;&#26159;&#35828;&#65292;&#36825;&#20221;&#28165;&#21333;&#24050;&#32463;&#35814;&#22791;&#20102;&#65292;&#25110;&#32773;&#23427;&#23601;&#19968;&#23450;&#33021;&#20445;&#35777;&#25104;&#21151;&#12290;&#25105;&#20204;&#33021;&#22768;&#26126;&#30340;&#26159;&#65292;&#26368;&#22909;&#30340;&#26041;&#27861;&#20250;&#26159;<font style="background-color:#ff0000">&#20943;&#23569;&#40635;&#28902;</font>&#30340;&#65292;&#20063;&#35768;&#20320;&#20250;&#36991;&#20813;&#20196;&#20320;&#36828;&#31163;&#33298;&#36866;&#30561;&#30496;&#30340;&#26399;&#20013;&#22833;&#30496;&#21457;&#29983;&#22120;&#65292;&#20063;&#23601;&#26159;&#36825;&#21477;&#35805;&#65306;&#20026;&#20160;&#20040;&#25105;&#27809;&#26377;&#22312;&#25105;&#26377;&#26426;&#20250;&#30340;&#26102;&#20505;&#21033;&#29992;&#36825;&#39033;&#26381;&#21153;&#21602;&#65311;</p><p><br></p><p>Lori Norin is an assistant professor of speech communication at the University of Arkansas-Fort Smith, and Tim Wall is an English instructor at the University of Arkansas-Fort Smith.</p><p>&#32599;&#35834;&#26519;&#26159;&#38463;&#32943;&#33394;&#24030;&#21490;&#23494;&#26031;&#22561;&#22823;&#23398;&#35821;&#38899;&#36890;&#20449;&#21161;&#29702;&#25945;&#25480;&#65292;&#19969;&#27779;&#26159;&#19968;&#20301;&#38463;&#32943;&#33394;&#24030;&#21490;&#23494;&#26031;&#22561;&#22823;&#23398;&#30340;&#33521;&#35821;&#35762;&#24072;&#12290;</p><p><br></p><p>Excerpted from Up-Front Housekeeping for Web Courses: Facilitating Consistent Performance with First-of-Semester Strategies, Online Classroom, Oct. 2008.</p><p>&#33410;&#36873;&#33258;&#20108;&#12295;&#12295;&#20843;&#24180;&#21313;&#26376;&#32593;&#32476;&#35838;&#31243;&#12298;<font style="background-color:#ff0000">&#22312;&#32447;&#35838;&#22530;&#65292;&#31532;&#19968;&#23398;&#26399;&#31574;&#30053;&#65292;&#20419;&#36827;&#19968;&#33268;&#34920;&#29616;</font>&#12299;&#20043;&#12298;&#21069;&#26399;&#23478;&#21153;&#12299;&#12290;</p><p><br></p><p>Permalink:&nbsp;<a href="http://www.facultyfocus.com/?p=10592">http://www.facultyfocus.com?p=10592</a></p><p><br></p><br>Orcahttp://www.blogger.com/profile/03415884987803612593noreply@blogger.com0tag:blogger.com,1999:blog-9033329630711909277.post-48871095909950408392010-09-28T23:51:00.001+08:002010-10-01T14:40:00.186+08:00翻译《在线授课的四个技巧》<h1>4 Tips for Teaching a Course Online</h1><h1>&#22312;&#32447;&#25480;&#35838;&#30340;&#22235;&#20010;&#25216;&#24039;</h1><p><a class="vt-p" href="http://thenextstep.edublogs.org/files/2010/09/I-need-you-to-write-this-sentence-500-times-Flickr-Photo-Sharing1.jpg"><img src="http://thenextstep.edublogs.org/files/2010/09/I-need-you-to-write-this-sentence-500-times-Flickr-Photo-Sharing1.jpg"></a></p><p>There are a lot of differences teaching online vs. face-to-face. &nbsp;If you are new to implementing online modules or courses into your traditional classroom or are a fairly new online teacher or maybe you haven&rsquo;t had much formal training in teaching online, here are 4 quick tips to help you with teaching online:</p><p>&#22312;&#32447;&#25945;&#23398;&#21644;&#38754;&#23545;&#38754;&#25945;&#23398;&#20043;&#38388;&#26377;&#30528;&#22826;&#22810;&#30340;&#19981;&#21516;&#12290;&#22914;&#26524;&#20320;&#25165;&#24320;&#22987;&#25226;&#22312;&#32447;&#27169;&#22359;&#25110;&#35838;&#31243;&#24341;&#20837;&#20320;&#30340;&#20256;&#32479;&#35838;&#22530;&#65292;&#25110;&#32773;&#20320;&#26159;&#22312;&#32447;&#25945;&#23398;&#26032;&#25163;&#65292;&#21448;&#25110;&#35768;&#20320;&#27809;&#26377;&#36275;&#22815;&#22312;&#32447;&#25945;&#23398;&#30340;&#27491;&#35268;&#35757;&#32451;&#65292;&#36825;&#37324;&#26377;&#22235;&#26465;&#24555;&#36895;&#25216;&#24039;&#65292;&#21487;&#20197;&#24110;&#21161;&#20320;&#36827;&#34892;&#22312;&#32447;&#25945;&#23398;&#65306;</p><h2>1. &nbsp;Communication:</h2><h2>1. &#36890;&#35759;</h2><p>So, do you want to try teaching without using your face, hands, or voice? &nbsp;Sounds daunting doesn&rsquo;t. When teaching online there aren&rsquo;t any non-verbal communication devices&hellip;.for the most part. Since much of online teaching is currently asynchronous, you have to consider that the student it unable to watch your facial expressions and body language when delivering content. &nbsp;Also, your sense of humor may not transfer so things that are funny out-loud may sound like insults or demoralizing comments in digital text. You need to get very good at being super specific in emails (the main form of online communication), instant messaging and feedback. You want to show emotion through the use of emoticons and acronyms but be careful not to lose that teacher-student relationship by being overly friendly and informal.</p><p>&#37027;&#20040;&#65292;&#20320;&#24819;&#36807;&#23581;&#35797;&#22312;&#25945;&#23398;&#30340;&#26102;&#20505;&#19981;&#38706;&#38754;&#65292;&#19981;&#29992;&#25163;&#65292;&#19981;&#29992;&#22768;&#38899;&#65311;&#21548;&#36215;&#26469;&#26159;&#19981;&#26159;&#26377;&#20123;&#21523;&#20154;&#65311;&#22312;&#32447;&#25945;&#23398;&#30340;&#26102;&#20505;&#19981;&#20250;&#26377;&#35821;&#38899;&#36890;&#35759;&#35774;&#22791;&#20197;&#22806;&#30340;&#35774;&#22791;&#65292;&#22823;&#22810;&#25968;&#24773;&#20917;&#22914;&#27492;&#12290;&#30001;&#20110;&#29616;&#22312;&#22823;&#22810;&#25968;&#22312;&#32447;&#25945;&#23398;&#37117;&#19981;&#26159;&#21516;&#27493;&#30340;&#65292;&#20320;&#24517;&#39035;&#32771;&#34385;&#21040;&#65292;&#22312;&#20320;&#25552;&#20379;&#20869;&#23481;&#30340;&#26102;&#20505;&#65292;&#23398;&#29983;&#19981;&#33021;&#30475;&#21040;&#20320;&#30340;&#38754;&#37096;&#34920;&#24773;&#21644;&#36523;&#20307;&#35821;&#35328;&#12290;&#21478;&#22806;&#65292;&#21487;&#33021;&#26080;&#27861;&#20256;&#36798;&#20320;&#30340;&#24189;&#40664;&#24863;&#65292;&#22240;&#27492;&#35753;&#20154;&#20048;&#32763;&#22825;&#30340;&#20107;&#24773;&#65292;&#36890;&#36807;&#25968;&#30721;&#25991;&#26412;&#34920;&#36798;&#20986;&#26469;&#65292;&#26377;&#21487;&#33021;&#21548;&#19978;&#21435;&#20687;&#26159;&#22312;&#20398;&#36785;&#20154;&#65292;&#25110;&#32773;&#35753;&#20320;&#24863;&#35273;&#24456;&#25387;&#36133;&#12290;&#20320;&#38656;&#35201;&#38750;&#24120;&#25797;&#38271;&#20110;&#22312;&#30005;&#23376;&#37038;&#20214;&#65288;&#22312;&#32447;&#36890;&#35759;&#30340;&#20027;&#35201;&#24418;&#24335;&#65289;&#12289;&#23454;&#26102;&#28040;&#24687;&#21644;&#22238;&#22797;&#20013;&#38416;&#26126;&#20107;&#24773;&#12290;&#20320;&#20250;&#24819;&#29992;&#34920;&#24773;&#31526;&#21495;&#21644;&#32553;&#30053;&#35821;&#34920;&#36798;&#24515;&#24773;&#65292;&#20294;&#35201;&#23567;&#24515;&#65292;&#19981;&#35201;&#22240;&#20026;&#36807;&#20110;&#21451;&#22909;&#36807;&#20110;&#38750;&#27491;&#24335;&#32780;&#22833;&#21435;&#24072;&#29983;&#20851;&#31995;&#12290;</p><h2>2. Course Development:</h2><h2>2. &#35838;&#31243;&#24320;&#21457;</h2><p>Developing courses online takes 1.5 to 4 times as long as developing a face-to-face course. &nbsp;A large part of this is that you have to spend so much time researching curriculum for accuracy prior to publishing the material online. However, the main issue that adds to development time is your necessity for attention to detail. &nbsp;You have to be ultra specific. &nbsp;Think of publishing your online lesson and assessments as the first period of the day or the first time you teach a new lesson. &nbsp;In face-to-face you get to do it 4 or 5 times to perfect it that day, but online when you put something up, it needs to be almost perfect (shooting for perfection) the first time. &nbsp;You are building all your scaffolding into the lesson and laying out details to help eliminate student errors and misunderstanding when they are working from home.</p><p>&#24320;&#21457;&#22312;&#32447;&#35838;&#31243;&#30340;&#26102;&#38388;&#26159;&#24320;&#21457;&#38754;&#23545;&#38754;&#35838;&#31243;&#30340;&#19968;&#28857;&#20116;&#21040;&#22235;&#20493;&#12290;&#20854;&#20013;&#24456;&#22823;&#31243;&#24230;&#19978;&#26159;&#22240;&#20026;&#20320;&#38656;&#35201;&#33457;&#36153;&#22823;&#37327;&#26102;&#38388;&#29992;&#22312;&#30740;&#31350;&#35838;&#31243;&#65292;&#22312;&#21457;&#34920;&#22312;&#32447;&#32032;&#26448;&#20043;&#21069;&#30830;&#20445;&#20854;&#20934;&#30830;&#24615;&#12290;&#28982;&#32780;&#65292;&#26368;&#22823;&#30340;&#38382;&#39064;&#26159;&#20320;&#24517;&#39035;&#20026;&#20851;&#27880;&#32454;&#33410;&#32780;&#22686;&#21152;&#24320;&#21457;&#26102;&#38388;&#12290;&#20320;&#24517;&#39035;&#38750;&#24120;&#20855;&#20307;&#12290;&#25226;&#21457;&#24067;&#20320;&#30340;&#22312;&#32447;&#35838;&#31243;&#21644;&#35780;&#20272;&#24403;&#20316;&#31532;&#19968;&#23398;&#26399;&#31532;&#19968;&#22825;&#19978;&#35838;&#65292;&#25110;&#32773;&#31532;&#19968;&#27425;&#25945;&#25480;&#26032;&#35838;&#31243;&#12290;&#22312;&#38754;&#23545;&#38754;&#35838;&#31243;&#20013;&#65292;&#19968;&#22825;&#20320;&#20250;&#37325;&#22797;&#22235;&#20116;&#27425;&#35753;&#35838;&#31243;&#23436;&#32654;&#36215;&#26469;&#65292;&#20294;&#26159;&#22312;&#32447;&#35838;&#31243;&#65292;&#19968;&#26086;&#20320;&#25918;&#20102;&#19996;&#35199;&#19978;&#21435;&#65292;&#22312;&#31532;&#19968;&#26102;&#38388;&#23601;&#38656;&#35201;&#23427;&#20960;&#20046;&#26159;&#23436;&#32654;&#30340;&#65288;&#21147;&#20105;&#23436;&#32654;&#65289;&#12290;&#20320;&#25226;&#25152;&#26377;&#36741;&#21161;&#26448;&#26009;&#37117;&#25918;&#36827;&#35838;&#31243;&#65292;&#38138;&#24320;&#25152;&#26377;&#32454;&#33410;&#65292;&#20197;&#24110;&#21161;&#28040;&#38500;&#23398;&#29983;&#22312;&#23478;&#24037;&#20316;&#26102;&#20135;&#29983;&#30340;&#38169;&#35823;&#21644;&#35823;&#35299;&#12290;</p><h2>3. Feedback:</h2><h2>3. &#21453;&#39304;</h2><p>When working with a student face-to-face you can walk around, glance over their shoulder and make comments like &ldquo;you might want to be more specific on that sentence&rdquo; or &ldquo;double check number 12, you still have some work to do.&rdquo; &nbsp;But when you are online, there are very little formative assessments. So, you might consider getting into the habit of treating all assignments as if they are formative. When a student turns in something, write all your feedback with the intention that a student is going to redo the missed questions. &nbsp;Then make sure you set up your assessments so they can.</p><p>&#24403;&#20320;&#19982;&#23398;&#29983;&#38754;&#23545;&#38754;&#24037;&#20316;&#30340;&#26102;&#20505;&#65292;&#20320;&#21487;&#20197;&#22235;&#22788;&#36208;&#21160;&#65292;&#21487;&#20197;&#25195;&#35270;&#23398;&#29983;&#65292;&#25552;&#20986;&ldquo;&#36825;&#20010;&#21477;&#23376;&#20320;&#21487;&#20197;&#38656;&#35201;&#26356;&#20934;&#30830;&#19968;&#20123;&rdquo;&#25110;&#32773;&ldquo;&#20180;&#32454;&#26816;&#26597;&#31532;&#21313;&#20108;&#39064;&#65292;&#20320;&#36824;&#27809;&#20570;&#23436;&#12290;&rdquo;&#31561;&#24847;&#35265;&#12290;&#20294;&#26159;&#22312;&#20320;&#22312;&#32447;&#30340;&#26102;&#20505;&#65292;&#24456;&#23569;&#26377;&#24418;&#25104;&#24615;&#35780;&#20272;&#12290;&#22240;&#27492;&#65292;&#20320;&#38656;&#35201;&#32771;&#34385;&#20859;&#25104;<font style="background-color:#ff0000">&#25209;&#25913;&#20316;&#19994;&#30340;&#26102;&#20505;&#25226;&#23427;&#20204;&#24403;&#25104;&#37117;&#24050;&#32463;&#20570;&#23436;&#20102;&#30340;</font>&#12290;&#24403;&#23398;&#29983;&#25552;&#20132;&#20316;&#19994;&#30340;&#26102;&#20505;&#65292;&#22312;&#22238;&#22797;&#20013;&#20889;&#20986;&#20320;&#30340;&#24847;&#22270;&#65292;&#35753;&#23398;&#29983;&#37325;&#20570;&#27809;&#35299;&#20915;&#30340;&#38382;&#39064;&#65292;<font style="background-color:#ff0000">&#28982;&#21518;&#30830;&#20445;&#20320;&#35774;&#32622;&#20102;&#20320;&#30340;&#35780;&#20272;&#24037;&#20316;&#65292;&#36825;&#26679;&#20182;&#20204;&#23601;&#33021;&#23436;&#25104;&#20219;&#21153;</font>&#12290;</p><h2>4. &nbsp;Engage without Handouts:</h2><h2>4. &#25172;&#25481;&#35762;&#20041;</h2><p>Many teachers new to online teaching begin by trying to recreate what&rsquo;s familiar. &nbsp;A lot of people will try to scan in former handouts that they used, or record 20-30 minute lectures they have done for years (5 minutes tops for videos), or have straight textbook and quiz lessons. &nbsp;Since you are online and all of your students have access to a computer, take advantage of the tremendous amount of resources and free Web 2.0 tools available on the Internet. &nbsp;Use engaging material, stuff that you have wanted to use or heard of others doing but couldn&rsquo;t quite implement before because there were so many roadblocks in a traditional class.</p><p>&#35768;&#22810;&#25945;&#24072;&#21018;&#24320;&#22987;&#22312;&#32447;&#25945;&#23398;&#65292;&#35797;&#22270;&#37325;&#24314;&#20182;&#20204;&#25152;&#29087;&#24713;&#30340;&#19996;&#35199;&#12290;&#24456;&#22810;&#20154;&#37117;&#20250;&#35797;&#30528;&#25195;&#25551;&#33258;&#24049;&#20197;&#21069;&#29992;&#36807;&#30340;&#35762;&#20041;&#65292;&#25110;&#32773;&#24405;&#21046;&#20108;&#19977;&#21313;&#20998;&#38047;&#37325;&#22797;&#24456;&#22810;&#24180;&#30340;&#35762;&#28436;&#65288;<font style="background-color:#ffff00">&#35270;&#39057;&#20116;&#20998;&#38047;&#36275;&#22815;&#20102;</font>&#65289;&#65292;&#25110;&#32773;&#30452;&#25509;&#20351;&#29992;&#35838;&#26412;&#21644;&#35838;&#31243;&#27979;&#35797;&#39064;&#12290;&#20320;&#19968;&#26086;&#19978;&#32447;&#65292;&#20320;&#25152;&#26377;&#23398;&#29983;&#37117;&#21487;&#20197;&#35775;&#38382;&#35745;&#31639;&#26426;&#65292;&#21033;&#29992;&#28023;&#37327;&#36164;&#28304;&#21644;&#32593;&#19978;&#20813;&#36153;Web2.0&#24037;&#20855;&#30340;&#20248;&#21183;&#12290;&#36816;&#29992;&#20320;&#24819;&#20351;&#29992;&#30340;&#65292;<font style="background-color:#ff0000">&#25110;&#32773;&#21548;&#35828;&#21035;&#20154;&#22312;&#29992;&#33258;&#24049;&#20197;&#21069;&#19981;&#33021;&#23436;&#20840;&#23454;&#29616;&#30340;&#36855;&#20154;&#32032;&#26448;</font>&#65292;&#22240;&#20026;&#20197;&#21069;&#22312;&#20256;&#32479;&#35838;&#22530;&#20043;&#20013;&#26377;&#22826;&#22810;&#30340;&#38556;&#30861;&#12290;</p><p><br></p><p><a class="vt-p" href="http://thenextstep.edublogs.org/2010/09/20/4-tips-for-teaching-a-course-online/">http://thenextstep.edublogs.org/2010/09/20/4-tips-for-teaching-a-course-online/</a></p><br>Orcahttp://www.blogger.com/profile/03415884987803612593noreply@blogger.com0tag:blogger.com,1999:blog-9033329630711909277.post-55049817553366060632010-09-21T23:30:00.001+08:002010-09-28T23:42:34.336+08:00翻译《二〇一〇年国家教育技术计划执行摘要》<h1 style="text-align:center">Transforming American Education: Learning Powered by Technology</h1><h1 style="text-align:center">&#36716;&#21464;&#32654;&#22269;&#25945;&#32946;&#65306;&#25216;&#26415;&#22686;&#24378;&#23398;&#20064;</h1><h1 style="text-align:center">DRAFT</h1><h1 style="text-align:center">&#33609;&#26696;</h1><p></p><h2 style="text-align:center">National Educational Technology Plan 2010</h2><h2 style="text-align:center">&#20108;&#12295;&#19968;&#12295;&#24180;&#22269;&#23478;&#25945;&#32946;&#25216;&#26415;&#35745;&#21010;</h2><p></p><h2 style="text-align:center">Executive Summary</h2><h2 style="text-align:center">&#25191;&#34892;&#25688;&#35201;</h2><p></p><div style="text-align:center">March 5, 2010</div><div style="text-align:center">&#20108;&#12295;&#19968;&#12295;&#24180;&#19977;&#26376;&#20116;&#26085;</div><p></p><div style="text-align:center">Office of Educational Technology U.S. Department of Education</div><div style="text-align:center">&#25945;&#32946;&#37096;&#32654;&#22269;&#25945;&#32946;&#25216;&#26415;&#21150;&#20844;&#23460;</div><p></p><p><br></p><h2>Executive Summary</h2><h2>&#25191;&#34892;&#25688;&#35201;</h2><p></p><p><br> Education is the key to America&rsquo;s economic growth and prosperity and to our ability to compete in the global economy. It is the path to good jobs and higher earning power for Americans. It is necessary for our democracy to work. It fosters the cross-border, cross- cultural collaboration required to solve the most challenging problems of our time.<br> &#25945;&#32946;&#26159;&#32654;&#22269;&#32463;&#27982;&#22686;&#38271;&#19982;&#32321;&#33635;&#30340;&#20851;&#38190;&#65292;&#20063;&#26159;&#20445;&#25345;&#25105;&#20204;&#20840;&#29699;&#32463;&#27982;&#31454;&#20105;&#21147;&#30340;&#20851;&#38190;&#12290;&#25945;&#32946;&#20063;&#26159;&#32654;&#22269;&#20154;&#33719;&#24471;&#22909;&#24037;&#20316;&#21644;&#36739;&#39640;&#25910;&#20837;&#30340;&#36884;&#24452;&#12290;&#25945;&#32946;&#20063;&#26159;&#25105;&#20204;&#24037;&#20316;&#27665;&#20027;&#30340;&#24517;&#38656;&#21697;&#12290;&#25945;&#32946;&#20419;&#36827;&#20102;&#36328;&#36234;&#22269;&#30028;&#12289;&#36328;&#36234;&#25991;&#21270;&#30340;&#21512;&#20316;&#65292;&#36825;&#26159;&#20026;&#35299;&#20915;&#25105;&#20204;&#26102;&#20195;&#26368;&#20855;&#25361;&#25112;&#24615;&#30340;&#38382;&#39064;&#25152;&#20197;&#24517;&#39035;&#30340;&#12290;</p><p><br> Under the Obama administration, education has become an urgent priority driven by two clear goals. By 2020,<br> &#22312;&#22885;&#24052;&#39532;&#27835;&#19979;&#65292;&#30001;&#20004;&#20010;&#26126;&#30830;&#30446;&#26631;&#23548;&#21521;&#30340;&#32039;&#36843;&#30340;&#20248;&#20808;&#20107;&#39033;&#12290;&#21040;&#20108;&#12295;&#20108;&#12295;&#24180;&#65292;</p><p><br></p><ul><li>We will raise the proportion of college graduates from where it now stands [39%] so that 60% of our population holds a 2-year or 4-year degree.</li><li>&#25105;&#20204;&#35201;&#25552;&#21319;&#22823;&#23398;&#27605;&#19994;&#29983;&#30340;&#27604;&#20363;&#65292;&#20154;&#21475;&#20013;&#25345;&#26377;&#20004;&#24180;&#25110;&#22235;&#24180;&#23398;&#20301;&#35777;&#20070;&#30340;&#65292;&#23558;&#20174;&#29616;&#22312;&#30340;&#30334;&#20998;&#20043;&#19977;&#21313;&#20061;&#19978;&#21319;&#21040;&#30334;&#20998;&#20043;&#20845;&#21313;&#12290;</li><li>We will close the achievement gap so that all students &ndash; regardless of race, income, or neighborhood &ndash; graduate from high school ready to succeed in college and careers.</li><li>&#25105;&#20204;&#23558;&#32553;&#23567;&#25152;&#26377;&#23398;&#29983;&#30340;&#25104;&#23601;&#24046;&#36317;&#65292;&#19981;&#35770;&#31181;&#26063;&#12289;&#25910;&#20837;&#12289;&#37051;&#23621;&#29615;&#22659;&#65292;&#20174;&#39640;&#20013;&#27605;&#19994;&#23601;&#24050;&#20570;&#22909;&#22823;&#23398;&#21644;&#20107;&#19994;&#25104;&#21151;&#30340;&#20934;&#22791;&#12290;</li></ul><p> These are aggressive goals and achieving them is a sizable challenge. Add to the challenge the projections of most states and the federal government of reduced revenues for the fore-seeable future, and it is clear we need cost-effective and cost-saving strategies that improve learning outcomes and graduation rates for millions of Americans.<br> &#36825;&#20123;&#30446;&#26631;&#37117;&#24456;&#31215;&#26497;&#36827;&#21462;&#65292;&#35201;&#23454;&#29616;&#20182;&#20204;&#26377;&#30528;&#30456;&#24403;&#22823;&#30340;&#22256;&#38590;&#12290;&#20877;&#21152;&#19978;&#22240;&#20026;&#22312;&#21487;&#39044;&#35265;&#30340;&#23558;&#26469;&#65292;&#31246;&#25910;&#20943;&#23569;&#23548;&#33268;&#30340;&#22823;&#22810;&#25968;&#24030;&#25919;&#24220;&#21644;&#32852;&#37030;&#25919;&#24220;&#30340;&#39044;&#31639;&#22256;&#38590;&#65292;&#24456;&#26174;&#28982;&#25105;&#20204;&#38656;&#35201;&#21010;&#31639;&#30340;&#12289;&#33410;&#30465;&#30340;&#31574;&#30053;&#26469;&#25913;&#21892;&#25968;&#30334;&#19975;&#32654;&#22269;&#20154;&#30340;&#23398;&#20064;&#25104;&#26524;&#21644;&#27605;&#19994;&#29575;&#12290;<br></p><div style="text-align:-webkit-auto"><br></div><p>Specifically, we must embrace innovation, prompt implementation, regular evaluation, and continuous improvement. The programs and projects that work must be brought to scale so every school has the opportunity to take advantage of that success. Our regulations, policies, actions, and investments must be strategic and coherent.<br> &#20855;&#20307;&#26469;&#35828;&#65292;&#25105;&#20204;&#24517;&#39035;&#22362;&#25345;&#21019;&#26032;&#65292;&#36805;&#36895;&#23454;&#26045;&#65292;&#23450;&#26399;&#35780;&#20272;&#65292;&#25345;&#32493;&#25913;&#36827;&#12290;&#36825;&#20123;&#26041;&#26696;&#39033;&#30446;&#24517;&#39035;&#25353;&#27604;&#20363;&#20998;&#37197;&#65292;&#20197;&#20415;&#27599;&#25152;&#23398;&#26657;&#37117;&#26377;&#26426;&#20250;&#20174;&#36825;&#20123;&#25104;&#21151;&#24403;&#20013;&#33719;&#24471;&#21033;&#30410;&#12290;&#25105;&#20204;&#30340;&#27861;&#35268;&#12289;&#25919;&#31574;&#12289;&#34892;&#21160;&#21644;&#25237;&#36164;&#65292;&#37117;&#24517;&#39035;&#20855;&#26377;&#25112;&#30053;&#24847;&#20041;&#19988;&#36830;&#36143;&#12290;<br></p><div style="text-align:-webkit-auto"><br></div><h2>Transforming American Education</h2><h2>&#36716;&#21464;&#32654;&#22269;&#25945;&#32946;</h2><div style="text-align:-webkit-auto"><br></div><p>To achieve these goals, the National Educational Technology Plan (NETP) calls for revolutionary transformation rather than evolutionary tinkering. It urges our education system at all levels to&nbsp;<br> &#20026;&#20102;&#23454;&#29616;&#36825;&#20123;&#30446;&#26631;&#65292;&#22269;&#23478;&#25945;&#32946;&#25216;&#26415;&#35745;&#21010;&#65288;NETP&#65289;&#25552;&#20513;&#38761;&#21629;&#24335;&#30340;&#36716;&#21464;&#32780;&#38750;&#28176;&#36827;&#24335;&#30340;&#20462;&#34917;&#12290;&#23427;&#25958;&#20419;&#25105;&#20204;&#21508;&#32423;&#25945;&#32946;&#20307;&#31995;&#65306;<br></p><div style="text-align:-webkit-auto"><br></div><ul><li>Be clear about the outcomes we seek.</li><li>&#24517;&#39035;&#28165;&#26970;&#25105;&#20204;&#25152;&#23547;&#27714;&#30340;&#25104;&#26524;&#26159;&#20160;&#20040;&#12290;</li><li>Collaborate to redesign structures and processes for effectiveness, efficiency, and flexibility.</li><li>&#20026;&#20102;&#26356;&#22909;&#30340;&#25928;&#30410;&#12289;&#25928;&#29575;&#21644;&#28789;&#27963;&#24615;&#65292;&#21512;&#20316;&#37325;&#26032;&#35774;&#35745;&#32467;&#26500;&#19982;&#36807;&#31243;&#12290;</li><li>Continually monitor and measure our performance.</li><li>&#19981;&#26029;&#26816;&#27979;&#34913;&#37327;&#25105;&#20204;&#30340;&#34920;&#29616;&#12290;</li><li>Hold ourselves accountable for progress and results every step of the way.</li><li>&#20445;&#35777;&#25105;&#20204;&#33258;&#24049;&#33021;&#22815;&#20026;&#36825;&#19968;&#36807;&#31243;&#20013;&#25105;&#20204;&#27599;&#19968;&#27493;&#30340;&#36827;&#27493;&#21644;&#25104;&#26524;&#36127;&#36131;&#12290;</li></ul><p>Just as technology is at the core of virtually every aspect of our daily lives and work, we must leverage it to provide engaging and powerful learning experiences, content, and resources and assessments that measure student achievement in more complete, authentic, and meaningful ways. Technology-based learning and assessment systems will be pivotal in improving student learning and generating data that can be used to continuously improve the education system at all levels. Technology will help us execute collaborative teaching strategies combined with professional learning that better prepare and enhance educators&rsquo; competencies and expertise over the course of their careers. To shorten our learning curve, we can learn from other kinds of enterprises that have used technology to improve outcomes while increasing productivity.<br> &#27491;&#22914;&#25216;&#26415;&#24050;&#32463;&#23384;&#22312;&#25105;&#20204;&#29983;&#27963;&#24037;&#20316;&#30340;&#20960;&#20046;&#27599;&#20010;&#35282;&#33853;&#19968;&#26679;&#65292;&#25105;&#20204;&#24517;&#39035;&#21033;&#29992;&#23427;&#25552;&#20379;&#21560;&#24341;&#21147;&#21644;&#24378;&#22823;&#30340;&#23398;&#20064;&#20307;&#39564;&#12289;&#20869;&#23481;&#12289;&#36164;&#28304;&#12289;&#35780;&#20272;&#25163;&#27573;&#65292;&#21033;&#29992;&#36825;&#20123;&#35780;&#20272;&#25163;&#27573;&#21487;&#20197;&#26356;&#23436;&#25972;&#12289;&#26356;&#30495;&#23454;&#12289;&#26356;&#26377;&#24847;&#20041;&#30340;&#27979;&#37327;&#23398;&#29983;&#30340;&#25104;&#23601;&#12290;&#20197;&#25216;&#26415;&#20026;&#22522;&#30784;&#30340;&#23398;&#20064;&#21450;&#35780;&#20272;&#31995;&#32479;&#65292;&#22312;&#25913;&#21892;&#23398;&#29983;&#23398;&#20064;&#12289;&#29983;&#25104;&#29992;&#20110;&#25345;&#32493;&#25913;&#36827;&#21508;&#32423;&#25945;&#32946;&#20307;&#21046;&#30340;&#25968;&#25454;&#26041;&#38754;&#65292;&#23558;&#20250;&#21313;&#20998;&#20851;&#38190;&#12290;&#25216;&#26415;&#33021;&#22815;&#24110;&#21161;&#25105;&#20204;&#25191;&#34892;&#34701;&#21512;&#20102;&#19987;&#19994;&#23398;&#20064;&#30340;&#21327;&#20316;&#25945;&#23398;&#31574;&#30053;&#65292;&#22312;&#25945;&#32946;&#32773;&#30340;&#32844;&#19994;&#29983;&#28079;&#20013;&#65292;&#26356;&#22909;&#30340;&#20934;&#22791;&#24182;&#22686;&#24378;&#20854;&#32844;&#19994;&#33021;&#21147;&#21644;&#19987;&#19994;&#30693;&#35782;&#12290;&#20026;&#20102;&#32553;&#30701;&#25105;&#20204;&#30340;&#23398;&#20064;&#26354;&#32447;&#65292;&#25105;&#20204;&#21487;&#20197;&#21521;&#24050;&#32463;&#20351;&#29992;&#25216;&#26415;&#25552;&#39640;&#29983;&#20135;&#29575;&#12289;&#25913;&#21892;&#25104;&#26524;&#30340;&#21508;&#31867;&#20225;&#19994;&#23398;&#20064;&#12290;</p><h2>A 21st Century Model of Learning Powered by Technology</h2><h2>&#25216;&#26415;&#22686;&#24378;&#23398;&#20064;&#30340;&#20108;&#21313;&#19968;&#19990;&#32426;&#27169;&#22411;</h2><p> The NETP presents a model of 21st century learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure, and productivity. The plan also identifies far-reaching &ldquo;grand challenge problems&rdquo; that should be funded and coordinated at a national level.<br> NETP&#25552;&#20986;&#20102;&#19968;&#20010;&#25216;&#26415;&#22686;&#24378;&#23398;&#20064;&#30340;&#20108;&#21313;&#19968;&#19990;&#32426;&#27169;&#22411;&#65292;&#24182;&#22312;&#20116;&#20010;&#22522;&#26412;&#39046;&#22495;&mdash;&mdash;&#23398;&#20064;&#12289;&#35780;&#20272;&#12289;&#25945;&#23398;&#12289;&#26550;&#26500;&#12289;&#29983;&#20135;&#21147;&mdash;&mdash;&#25552;&#20986;&#20102;&#30446;&#26631;&#21644;&#24314;&#35758;&#12290;&#35813;&#35745;&#21010;&#36824;&#26126;&#30830;&#20102;&#65292;&#24433;&#21709;&#28145;&#36828;&#30340;&ldquo;&#37325;&#22823;&#25361;&#25112;&#24615;&#38382;&#39064;&rdquo;&#24212;&#35813;&#30001;&#22269;&#23478;&#25552;&#20379;&#36164;&#37329;&#65292;&#24182;&#22312;&#22269;&#23478;&#19968;&#32423;&#36827;&#34892;&#21327;&#35843;&#12290;</p><p><br> The challenging and rapidly changing demands of our global economy tell us what people need to know and who needs to learn. Advances in learning sciences show us how people learn. Technology makes it possible for us to act on this knowledge and understanding.<br> &#20840;&#29699;&#32463;&#27982;&#30340;&#25361;&#25112;&#19982;&#24555;&#36895;&#21464;&#21270;&#30340;&#38656;&#27714;&#65292;&#21578;&#35785;&#25105;&#20204;&#65292;&#20154;&#20204;&#38656;&#35201;&#30693;&#36947;&#20160;&#20040;&#65292;&#20160;&#20040;&#20154;&#38656;&#35201;&#23398;&#20064;&#12290;&#23398;&#20064;&#31185;&#23398;&#30340;&#36827;&#23637;&#21521;&#25105;&#20204;&#23637;&#31034;&#20102;&#20154;&#20204;&#22914;&#20309;&#23398;&#20064;&#12290;<font style="background-color:#ffff00">&#25216;&#26415;&#20351;&#25105;&#20204;&#21487;&#20197;&#25353;&#29031;&#30693;&#35782;&#19982;&#29702;&#35299;&#34892;&#20107;</font>&#12290;</p><h2>Learning</h2><h2>&#23398;&#20064;</h2><p> The model of 21st century learning described in this plan calls for engaging and empowering learning experiences for all learners. The model asks that we focus what and how we teach to match what people need to know, how they learn, where and when they will learn, and who needs to learn. It brings state-of-the art technology into learning to enable, motivate, and inspire all students, regardless of background, languages, or disabilities, to achieve. It leverages the power of technology to provide personalized learning instead of a one-size- fits-all curriculum, pace of teaching, and instructional practices.<br> &#22312;&#35745;&#21010;&#20013;&#25551;&#36848;&#30340;&#36825;&#20010;&#20108;&#21313;&#19968;&#19990;&#32426;&#23398;&#20064;&#27169;&#22411;&#65292;&#35201;&#27714;&#35753;&#25152;&#26377;&#23398;&#20064;&#32773;&#37117;&#21442;&#19982;&#24182;&#33719;&#20934;&#36827;&#34892;&#23398;&#20064;&#20307;&#39564;&#12290;&#35813;&#27169;&#22411;&#35201;&#27714;&#25105;&#20204;&#20851;&#27880;&#25105;&#20204;&#25152;&#25945;&#30340;&#20869;&#23481;&#65292;&#20197;&#21450;&#25105;&#20204;&#25152;&#25945;&#30340;&#20869;&#23481;&#26159;&#22914;&#20309;&#28385;&#36275;&#20154;&#20204;&#30340;&#27714;&#30693;&#27442;&#30340;&#65292;&#20154;&#20204;&#22914;&#20309;&#23398;&#20064;&#65292;&#20154;&#20204;&#22312;&#20309;&#26102;&#20309;&#22320;&#23398;&#20064;&#65292;&#35841;&#38656;&#35201;&#23398;&#20064;&#12290;&#23427;&#23558;&#26368;&#20808;&#36827;&#30340;&#25216;&#26415;&#24102;&#20837;&#23398;&#20064;&#65292;&#20801;&#35768;&#12289;&#28608;&#21169;&#12289;&#21551;&#21457;&#25152;&#26377;&#23398;&#29983;&#65292;&#26080;&#35770;&#20854;&#32972;&#26223;&#12289;&#35821;&#35328;&#12289;&#27531;&#38556;&#65292;&#21435;&#23454;&#29616;&#25104;&#23601;&#12290;&#23427;&#21033;&#29992;&#25216;&#26415;&#30340;&#21147;&#37327;&#25552;&#20379;&#20010;&#24615;&#21270;&#23398;&#20064;&#65292;&#32780;&#19981;&#26159;&#19968;&#20992;&#20999;&#30340;&#35838;&#31243;&#23433;&#25490;&#12289;&#25945;&#23398;&#36827;&#24230;&#12289;&#25945;&#23398;&#23454;&#36341;&#12290;</p><p><br> Many students&rsquo; lives today are filled with technology that gives them mobile access to information and resources 24/7, enables them to create multimedia content and share it with the world, and allows them to participate in online social networks where people from all over the world share ideas, collaborate, and learn new things. Outside school, students are free to pursue their passions in their own way and at their own pace. The opportunities are limitless, borderless, and instantaneous.<br> &#20170;&#22825;&#35768;&#22810;&#23398;&#29983;&#30340;&#29983;&#27963;&#20805;&#28385;&#20102;&#25216;&#26415;&#65292;&#35753;&#20182;&#20204;&#21487;&#20197;&#26102;&#26102;&#21051;&#21051;&#33719;&#21462;&#20449;&#24687;&#21644;&#36164;&#28304;&#65292;&#35753;&#20182;&#20204;&#21019;&#36896;&#22810;&#23186;&#20307;&#20869;&#23481;&#65292;&#24182;&#19982;&#20840;&#19990;&#30028;&#20998;&#20139;&#20043;&#65292;&#35753;&#20182;&#20204;&#21442;&#19982;&#22312;&#32447;&#31038;&#20132;&#32593;&#32476;&#65292;&#22312;&#37027;&#37324;&#26469;&#33258;&#19990;&#30028;&#21508;&#22320;&#30340;&#20154;&#20204;&#20132;&#27969;&#24605;&#24819;&#12289;&#21512;&#20316;&#12289;&#23398;&#20064;&#26032;&#19996;&#35199;&#12290;&#22312;&#23398;&#26657;&#20197;&#22806;&#65292;&#23398;&#29983;&#21487;&#20197;&#33258;&#30001;&#30340;&#25353;&#29031;&#33258;&#24049;&#30340;&#27493;&#20240;&#21644;&#26041;&#24335;&#36861;&#36214;&#20182;&#20204;&#33258;&#24049;&#30340;&#28909;&#24773;&#12290;&#26426;&#20250;&#26080;&#38480;&#21046;&#12289;&#26080;&#22269;&#30028;&#12289;&#30636;&#24687;&#32780;&#33267;&#12290;</p><p><br> The challenge for our education system is to leverage the learning sciences and modern technology to create engaging, relevant, and personalized learning experiences for all learners that mirror students&rsquo; daily lives and the reality of their futures. In contrast to traditional classroom instruction, this requires that we put students at the center and empower them to take control of their own learning by providing flexibility on several dimensions. A core set of standards-based concepts and competencies should form the basis of what all students should learn, but beyond that students and educators should have options for engaging in learning: large groups, small groups, and work tailored to individual goals, needs, interests, and prior experience of each learner. By supporting student learning in areas that are of real concern or particular interest to them, personalized learning adds to its relevance, inspiring higher levels of motivation and achievement.<br> &#25105;&#20204;&#25945;&#32946;&#31995;&#32479;&#38754;&#20020;&#30340;&#25361;&#25112;&#26159;&#21033;&#29992;&#23398;&#20064;&#31185;&#23398;&#21644;&#29616;&#20195;&#25216;&#26415;&#65292;&#20026;&#25152;&#26377;&#23398;&#29983;&#21019;&#36896;&#21560;&#24341;&#20154;&#30340;&#12289;&#36148;&#20999;&#30340;&#12289;&#20010;&#24615;&#21270;&#30340;&#23398;&#20064;&#20307;&#39564;&#65292;&#33021;&#21453;&#26144;&#20986;&#23398;&#29983;&#30340;&#26085;&#24120;&#29983;&#27963;&#21644;&#30495;&#23454;&#30340;&#23558;&#26469;&#12290;&#30456;&#23545;&#20110;&#20256;&#32479;&#35838;&#22530;&#25945;&#23398;&#65292;&#23427;&#35201;&#27714;&#25105;&#20204;&#20197;&#23398;&#29983;&#20026;&#20013;&#24515;&#65292;&#22312;&#35832;&#22810;&#26041;&#38754;&#25552;&#20379;&#28789;&#27963;&#24615;&#65292;&#20801;&#35768;&#23398;&#29983;&#25484;&#25511;&#20182;&#20204;&#33258;&#24049;&#30340;&#23398;&#20064;&#12290;&#19968;&#32452;&#22522;&#20110;&#26631;&#20934;&#30340;&#26680;&#24515;&#27010;&#24565;&#21644;&#33021;&#21147;&#65292;&#24212;&#35813;&#24418;&#25104;&#25152;&#26377;&#23398;&#29983;&#38656;&#35201;&#23398;&#20064;&#30340;&#20869;&#23481;&#30340;&#22522;&#30784;&#65292;&#38500;&#27492;&#20043;&#22806;&#65292;&#23398;&#29983;&#21450;&#25945;&#32946;&#32773;&#24212;&#35813;&#33021;&#22815;&#23545;&#21442;&#19982;&#23398;&#20064;&#30340;&#24418;&#24335;&#20570;&#20986;&#36873;&#25321;&#65306;&#22823;&#22242;&#20307;&#12289;&#23567;&#22242;&#20307;&#65292;&#38024;&#23545;&#29305;&#23450;&#30446;&#26631;&#12289;&#38656;&#27714;&#12289;&#20852;&#36259;&#27599;&#20010;&#23398;&#29983;&#30340;&#21069;&#26399;&#32463;&#39564;&#12290;&#36890;&#36807;&#25903;&#25345;&#23398;&#29983;&#22312;&#30495;&#27491;&#20851;&#24515;&#25110;&#29305;&#21035;&#24863;&#20852;&#36259;&#30340;&#39046;&#22495;&#20869;&#30340;&#23398;&#20064;&#65292;&#20010;&#24615;&#21270;&#23398;&#20064;&#22686;&#21152;&#20102;&#30456;&#20851;&#24615;&#12289;&#20844;&#33891;&#20854;&#36739;&#39640;&#27700;&#24773;&#30340;&#31215;&#26497;&#24615;&#21644;&#25104;&#23601;&#12290;</p><p><br> In addition, technology provides access to more learning resources than are available in classrooms and connections to a wider set of &ldquo;educators,&rdquo; including teachers, parents, experts, and mentors outside the classroom. On-demand learning is now within reach, supporting learning that is life-long and life-wide (Bransford et al., 2006).<br> &#27492;&#22806;&#65292;&#30456;&#27604;&#20110;&#25945;&#23460;&#65292;&#25216;&#26415;&#25552;&#20379;&#26426;&#20250;&#25509;&#35302;&#21040;&#26356;&#22810;&#23398;&#20064;&#36164;&#28304;&#65292;&#32852;&#31995;&#21040;&#26356;&#22810;&#30340;&#25945;&#32946;&#32773;&#65292;&#21253;&#25324;&#25945;&#24072;&#12289;&#23478;&#38271;&#12289;&#19987;&#23478;&#12289;&#20197;&#21450;&#35838;&#22530;&#20043;&#22806;&#30340;&#23548;&#24072;&#12290;&#25353;&#38656;&#23398;&#20064;&#26085;&#36827;&#25351;&#26085;&#21487;&#24453;&#65292;&#25903;&#25345;&#23398;&#20064;&#26159;&#32456;&#29983;&#30340;&#12289;&#20840;&#26041;&#20301;&#30340;&#12290;&#65288;&#24067;&#20848;&#26031;&#31119;&#24503;&#31561;&#65292;2006&#65289;</p><h2>What and How People Need to Learn</h2><h2>&#20154;&#20204;&#38656;&#35201;&#23398;&#20160;&#20040;&#65292;&#38656;&#35201;&#22914;&#20309;&#23398;</h2><p> Whether the domain is English language arts, mathematics, sciences, social studies, history, art, or music, 21st century competencies and expertise such as critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas. These competencies are necessary to become expert learners, which we all must be if we are to adapt to our rapidly changing world over the course of our lives, and that involves developing deep understanding within specific content areas and making the connections between them.<br></p><div style="text-align:-webkit-auto">&#26080;&#35770;&#36825;&#19968;&#39046;&#22495;&#26159;&#35821;&#35328;&#33402;&#26415;&#12289;&#25968;&#23398;&#12289;&#31185;&#23398;&#12289;&#31038;&#20250;&#30740;&#31350;&#12289;&#21382;&#21490;&#12289;&#33402;&#26415;&#12289;&#38899;&#20048;&#65292;&#20961;&#26159;&#20108;&#21313;&#19968;&#19990;&#32426;&#30340;&#32844;&#19994;&#33021;&#21147;&#19982;&#19987;&#19994;&#30693;&#35782;&#65292;&#22914;&#25209;&#21028;&#24615;&#24605;&#32500;&#12289;&#22797;&#26434;&#38382;&#39064;&#35299;&#20915;&#33021;&#21147;&#12289;&#21327;&#20316;&#12289;&#22810;&#23186;&#20307;&#36890;&#20449;&#33021;&#21147;&#65292;&#37117;&#24212;&#35813;&#34701;&#20837;&#25152;&#26377;&#20869;&#23481;&#39046;&#22495;&#20043;&#20013;&#12290;&#36825;&#20123;&#32844;&#19994;&#33021;&#21147;&#26159;&#25104;&#20026;&#20986;&#33394;&#30340;&#23398;&#20064;&#32773;&#25152;&#24517;&#38656;&#30340;&#65292;&#22914;&#26524;&#25105;&#20204;&#33021;&#22815;&#36866;&#24212;&#29983;&#27963;&#20013;&#24555;&#36895;&#21464;&#21270;&#30340;&#19990;&#30028;&#65292;&#22312;&#29305;&#23450;&#20869;&#23481;&#39046;&#22495;&#20570;&#20986;&#28145;&#21051;&#29702;&#35299;&#65292;&#24182;&#23558;&#30528;&#28145;&#21051;&#29702;&#35299;&#19982;&#29983;&#27963;&#19990;&#30028;&#32852;&#31995;&#36215;&#26469;&#65292;&#25105;&#20204;&#37117;&#33021;&#25104;&#20026;&#20986;&#33394;&#30340;&#23398;&#20064;&#32773;&#12290;</div><p></p><p><br> How we need to learn includes using the technology that professionals in various disciplines use. Professionals routinely use the web and tools such as wikis, blogs, and digital content for the research, collaboration, and communication demanded in their jobs. They gather data and analyze it using inquiry and visualization tools. They use graphical and 3D modeling tools for design. For students, using these real-world tools creates learning opportunities that allow them to grapple with real-world problems &ndash; opportunities that prepare them to be more productive members of a globally competitive workforce.<br> &#25105;&#20204;&#38750;&#24120;&#38656;&#35201;&#23398;&#20064;<font style="background-color:#ff0000">&#20351;&#29992;&#35768;&#22810;&#25216;&#26415;</font>&#65292;&#21253;&#25324;&#21508;&#23398;&#31185;&#19987;&#19994;&#20154;&#21592;&#20351;&#29992;&#30340;&#25216;&#26415;&#22312;&#20869;&#12290;&#19987;&#19994;&#20154;&#21592;&#26085;&#24120;&#20351;&#29992;&#32593;&#39029;&#21644;&#35832;&#22914;&#32500;&#22522;&#32593;&#24535;&#31561;&#24037;&#20855;&#65292;&#20197;&#21450;&#24037;&#20316;&#20013;&#38656;&#35201;&#30740;&#31350;&#12289;&#21512;&#20316;&#12289;&#36890;&#35759;&#29992;&#30340;&#25968;&#23383;&#21270;&#20869;&#23481;&#12290;&#20182;&#20204;&#20351;&#29992;&#26597;&#35810;&#21644;&#35270;&#35273;&#21270;&#24037;&#20855;&#25163;&#26426;&#20998;&#26512;&#25968;&#25454;&#12290;&#20182;&#20204;&#20351;&#29992;&#22270;&#24418;&#21644;&#19977;&#32500;&#24314;&#27169;&#24037;&#20855;&#36827;&#34892;&#35774;&#35745;&#12290;&#23545;&#23398;&#29983;&#32780;&#35328;&#65292;&#20351;&#29992;&#36825;&#20123;&#30495;&#23454;&#30340;&#24037;&#20855;&#21019;&#36896;&#23398;&#20064;&#26426;&#20250;&#65292;&#35753;&#20182;&#20204;&#33021;&#22815;&#35299;&#20915;&#23454;&#38469;&#38382;&#39064;&#65292;&#25235;&#20303;&#26426;&#20250;&#65292;&#20174;&#32780;&#22521;&#20859;&#20182;&#20204;&#25104;&#20026;&#26356;&#20855;&#29983;&#20135;&#21147;&#30340;&#20840;&#29699;&#31454;&#20105;&#21147;&#21592;&#24037;&#12290;</p><h2>Assessment</h2><h2>&#35780;&#20272;</h2><p>The model of 21st century learning requires new and better ways to measure what matters, diagnose strengths and weaknesses in the course of learning when there is still time to improve student performance, and involve multiple stakeholders in the process of designing, conducting, and using assessment. In all these activities, technology-based assessments can provide data to drive decisions on the basis of what is best for each and every student and that in aggregate will lead to continuous improvement across our entire education system.<br> &#20108;&#21313;&#19968;&#19990;&#32426;&#23398;&#20064;&#27169;&#22411;&#38656;&#35201;&#26032;&#30340;&#26356;&#22909;&#30340;&#26041;&#24335;&#21435;&#34913;&#37327;&#20107;&#24577;&#65292;&#22312;&#23398;&#20064;&#36807;&#31243;&#20013;&#26377;&#26102;&#38388;&#25913;&#21892;&#23398;&#29983;&#34920;&#29616;&#30340;&#26102;&#20505;&#21028;&#26029;&#20248;&#21155;&#65292;&#22312;&#35774;&#35745;&#12289;&#23454;&#26045;&#12289;&#20351;&#29992;&#35780;&#20272;&#30340;&#36807;&#31243;&#20013;&#28041;&#21450;&#22810;&#20010;&#21033;&#30410;&#30456;&#20851;&#32773;&#12290;&#22312;&#25152;&#26377;&#36825;&#20123;&#27963;&#21160;&#20013;&#65292;&#22522;&#20110;&#25216;&#26415;&#30340;&#35780;&#20272;&#21487;&#20197;&#25552;&#20379;&#25968;&#25454;&#26469;&#39537;&#21160;&#20915;&#31574;&#65292;&#36825;&#20123;&#20915;&#31574;&#24314;&#31435;&#22312;&#20160;&#20040;&#26159;&#23545;&#27599;&#20010;&#23398;&#29983;&#26368;&#22909;&#30340;&#22522;&#30784;&#19978;&#65292;&#24182;&#19988;&#24635;&#20307;&#19978;&#23558;&#23548;&#33268;&#25105;&#20204;&#25972;&#20010;&#25945;&#32946;&#20307;&#21046;&#30340;&#25345;&#32493;&#25913;&#36827;&#12290;</p><p><br> President Obama has called on our nation&rsquo;s governors and state education chiefs to develop standards and assessments that measure 21st century competencies and expertise &ndash; critical thinking, complex problem solving, collaboration, and multimedia communication &ndash; in all content areas. Technology-based assessments that combine cognitive research and theory about how students think with multimedia, interactivity, and connectivity make it possible to directly assess these types of skills. And we can do so within the context of relevant societal issues and problems that people care about in everyday life.<br>&#22885;&#24052;&#39532;&#24635;&#32479;&#21628;&#21505;&#21508;&#24030;&#24030;&#38271;&#21644;&#24030;&#25945;&#32946;&#34892;&#25919;&#23448;&#21592;&#21046;&#23450;&#26631;&#20934;&#21644;&#35780;&#20272;&#26041;&#24335;&#65292;&#20197;&#34913;&#37327;&#25152;&#26377;&#30693;&#35782;&#39046;&#22495;&#30340;&#20108;&#21313;&#19968;&#19990;&#32426;&#32844;&#19994;&#25216;&#33021;&#21644;&#19987;&#19994;&#30693;&#35782;&mdash;&mdash;&#25209;&#21028;&#24615;&#24605;&#32500;&#12289;&#22797;&#26434;&#38382;&#39064;&#35299;&#20915;&#33021;&#21147;&#12289;&#21512;&#20316;&#12289;&#22810;&#23186;&#20307;&#36890;&#20449;&#12290;&#22522;&#20110;&#25216;&#26415;&#30340;&#35780;&#20272;&#32467;&#21512;&#20102;&#35748;&#30693;&#30740;&#31350;&#21644;&#26377;&#20851;&#23398;&#29983;&#22914;&#20309;&#29992;&#22810;&#23186;&#20307;&#12289;&#20114;&#21160;&#12289;&#36830;&#25509;&#36827;&#34892;&#24605;&#32771;&#30340;&#29702;&#35770;&#65292;<font style="background-color:#ff0000">&#24182;&#26377;&#21487;&#33021;&#30452;&#25509;&#35775;&#38382;&#36825;&#20123;&#31867;&#22411;&#30340;&#25216;&#33021;</font>&#12290;&#22312;&#31038;&#20250;&#28909;&#28857;&#21644;&#20154;&#20204;&#27599;&#22825;&#37117;&#20250;&#20851;&#24515;&#30340;&#38382;&#39064;&#30456;&#20851;&#29615;&#22659;&#20013;&#25105;&#20204;&#21487;&#20197;&#36825;&#26679;&#20570;&#12290;</p><p><br> When combined with learning systems, technology-based assessments can be used formatively to diagnose and modify the conditions of learning and instructional practices while at the same time determining what students have learned for grading and accountability purposes. Both uses are important, but the former can improve student learning in the moment (Black &amp; William, 1998; Black et al., 2004). Furthermore, systems can be designed to capture students&rsquo; inputs and collect evidence of their knowledge and problem solving abilities as they work. Over time, the system &ldquo;learns&rdquo; more about students&rsquo; abilities and can provide increasingly appropriate support.<br></p><div style="text-align:-webkit-auto">&#19968;&#26086;&#19982;&#23398;&#20064;&#31995;&#32479;&#12289;&#22522;&#20110;&#25216;&#26415;&#30340;&#35780;&#20272;&#25163;&#27573;&#30456;&#32467;&#21512;&#65292;&#23601;&#33021;&#29992;&#20110;&#26500;&#25104;&#35786;&#26029;&#12289;&#20462;&#25913;&#23398;&#20064;&#21644;&#25945;&#23398;&#23454;&#36341;&#30340;&#26465;&#20214;&#65292;&#32780;&#22312;&#21516;&#19968;&#26102;&#38388;&#30830;&#23450;&#23398;&#29983;&#20986;&#20110;&#20998;&#25968;&#21644;&#36131;&#20219;&#30446;&#30340;&#23398;&#20102;&#20160;&#20040;&#12290;<font style="background-color:#ffff00">&#20004;&#31181;&#29992;&#36884;</font>&#37117;&#24456;&#37325;&#35201;&#65292;&#20294;&#21069;&#32773;&#33021;<font style="background-color:#ff0000">&#24456;&#24555;</font>&#25913;&#21892;&#23398;&#29983;&#30340;&#23398;&#20064;&#65288;&#24067;&#33713;&#20811;&#19982;&#23041;&#24265;&#65292;1998&#65307;&#24067;&#33713;&#20811;&#31561;&#20154;&#65292;2004&#65289;&#12290;&#27492;&#22806;&#65292;&#21487;&#20197;&#23558;&#31995;&#32479;&#35774;&#35745;&#25104;&#33021;&#25429;&#25417;&#23398;&#29983;&#30340;&#36755;&#20837;&#65292;&#25910;&#38598;&#20182;&#20204;&#30340;&#30693;&#35782;&#21644;&#22312;&#24037;&#20316;&#20013;&#35299;&#20915;&#38382;&#39064;&#30340;&#33021;&#21147;&#12290;&#38543;&#30528;&#26102;&#38388;&#30340;&#25512;&#31227;&#65292;&#35813;&#31995;&#32479;&ldquo;&#23398;&#20250;&rdquo;&#26356;&#22810;&#26377;&#20851;&#23398;&#29983;&#30340;&#33021;&#21147;&#65292;&#21487;&#20197;&#25552;&#20379;&#36234;&#26469;&#36234;&#22810;&#30340;&#36866;&#24403;&#25903;&#25345;&#12290;</div><p></p><h2>Using Data to Drive Continuous Improvement</h2><h2>&#36816;&#29992;&#25968;&#25454;&#39537;&#21160;&#25345;&#32493;&#25913;&#21892;</h2><p> With assessments in place that assess the full range of expertise and competencies reflected in standards, student learning data can be collected and used to continually improve learning outcomes and productivity. For example, such data could be used to create a system of interconnected feedback for students, educators, parents, school leaders, and district administrators.</p><p>&#21033;&#29992;&#36866;&#24403;&#30340;&#35780;&#20272;&#65292;&#25353;&#29031;&#26631;&#20934;&#35780;&#20215;&#20840;&#26041;&#20301;&#30340;&#19987;&#19994;&#30693;&#35782;&#21644;&#33021;&#21147;&#65292;&#23398;&#29983;&#23398;&#20064;&#25968;&#25454;&#21487;&#20197;&#34987;&#25910;&#38598;&#24182;&#29992;&#26469;&#19981;&#26029;&#25552;&#39640;&#23398;&#20064;&#25928;&#26524;&#12289;&#23398;&#20064;&#25928;&#29575;&#12290;&#25171;&#20010;&#27604;&#26041;&#65292;&#36825;&#20123;&#25968;&#25454;&#21487;&#20197;&#29992;&#26469;&#20026;&#23398;&#29983;&#12289;&#25945;&#32946;&#32773;&#12289;&#23478;&#38271;&#12289;&#23398;&#26657;&#39046;&#23548;&#12289;&#22320;&#21306;&#31649;&#29702;&#20154;&#21592;&#21019;&#24314;&#30456;&#20114;&#20851;&#32852;&#30340;&#21453;&#39304;&#31995;&#32479;&#12290;</p><p><br></p><p>For this to work, relevant data must be made available to the right people at the right time and in the right form. Educators and leaders at all levels of our education system also must be provided with support &ndash; tools and training &ndash; that can help them manage the assessment process, analyze data, and take appropriate action.<br>&#23545;&#20110;&#36825;&#39033;&#24037;&#20316;&#65292;&#30456;&#20851;&#25968;&#25454;&#24517;&#39035;&#22312;&#27491;&#30830;&#30340;&#26102;&#38388;&#65292;&#20197;&#27491;&#30830;&#30340;&#24418;&#24335;&#25552;&#20379;&#32473;&#27491;&#30830;&#30340;&#20154;&#12290;&#25105;&#20204;&#21508;&#32423;&#25945;&#32946;&#20307;&#21046;&#20013;&#30340;&#25945;&#32946;&#32773;&#21644;&#39046;&#23548;&#32773;&#36824;&#24517;&#39035;&#25552;&#20379;&#25903;&#25345;&mdash;&mdash;&#24037;&#20855;&#21644;&#35757;&#32451;&#65292;&#36825;&#20123;&#25903;&#25345;&#21487;&#20197;&#24110;&#21161;&#20182;&#20204;&#31649;&#29702;&#35780;&#20272;&#36807;&#31243;&#12289;&#20998;&#26512;&#25968;&#25454;&#24182;&#37319;&#21462;&#36866;&#24403;&#30340;&#34892;&#21160;&#12290;</p><h2>Teaching</h2><h2>&#25945;&#23398;</h2><p> Just as leveraging technology can help us improve learning and assessment, the model of 21st century learning calls for using technology to help build the capacity of educators by enabling a shift to a model of connected teaching. In such a teaching model, teams of connected educators replace solo practitioners and classrooms are fully connected to provide educators with 24/7 access to data and analytic tools as well as to resources that help them act on the insights the data provide.<br>&#27491;&#22914;&#21033;&#29992;&#25216;&#26415;&#21487;&#20197;&#24110;&#21161;&#25105;&#20204;&#25913;&#21892;&#23398;&#20064;&#21644;&#35780;&#20272;&#65292;&#36890;&#36807;&#36716;&#31227;&#21040;&#36830;&#25509;&#25945;&#23398;&#27169;&#22411;&#65292;&#20108;&#21313;&#19968;&#19990;&#32426;&#23398;&#20064;&#27169;&#22411;&#38656;&#35201;&#20351;&#29992;&#25216;&#26415;&#21435;&#24110;&#21161;&#24314;&#31435;&#25945;&#32946;&#32773;&#33021;&#21147;&#12290;&#22312;&#36825;&#31181;&#25945;&#23398;&#27169;&#22411;&#20013;&#65292;&#32852;&#31995;&#30340;&#25945;&#32946;&#32773;&#22242;&#38431;&#65292;&#21462;&#20195;&#20102;&#21333;&#29420;&#30340;&#20174;&#19994;&#32773;&#65292;&#24182;&#19988;&#25945;&#23460;&#20063;&#23436;&#20840;&#36830;&#25509;&#21040;&#32593;&#32476;&#65292;&#26102;&#26102;&#21051;&#21051;&#20026;&#25945;&#32946;&#32773;&#25552;&#20379;&#33719;&#21462;&#25968;&#25454;&#21644;&#20998;&#26512;&#24037;&#20855;&#20197;&#21450;&#36164;&#28304;&#65292;&#24110;&#21161;&#20182;&#20204;&#20381;&#29031;&#25968;&#25454;&#25552;&#20379;&#30340;&#35265;&#35299;&#34892;&#20107;&#12290;</p><p><br> The expectation of effective teaching and accountability for professional educators is a critical component of transforming our education system, but equally important is recognizing that we need to strengthen and elevate the teaching profession. This is necessary if we are to attract and retain the most effective educators and achieve the learning outcomes we seek. Just as leveraging technology can help us improve learning and assessment, technology can help us build the capacity of educators by enabling a shift to a model of connected teaching.<br></p><div style="text-align:-webkit-auto">&#23545;&#26377;&#25928;&#25945;&#23398;&#30340;&#26399;&#26395;&#65292;&#23545;&#19987;&#19994;&#25945;&#32946;&#32773;&#30340;&#36131;&#20219;&#30340;&#26399;&#26395;&#65292;&#26159;&#25913;&#21464;&#25105;&#20204;&#25945;&#32946;&#20307;&#31995;&#30340;&#37325;&#35201;&#32452;&#25104;&#37096;&#20998;&#65292;&#20294;&#21516;&#26679;&#37325;&#35201;&#30340;&#26159;&#35748;&#35782;&#21040;&#25105;&#20204;&#38656;&#35201;&#21152;&#24378;&#21644;&#25552;&#39640;&#25945;&#24072;&#19987;&#19994;&#27700;&#24179;&#12290;&#22914;&#26524;&#25105;&#20204;&#35201;&#21560;&#24341;&#21644;&#30041;&#20303;&#26368;&#26377;&#25928;&#21147;&#30340;&#25945;&#32946;&#32773;&#65292;&#23454;&#29616;&#25105;&#20204;&#25152;&#23547;&#27714;&#30340;&#23398;&#20064;&#25104;&#26524;&#65292;&#36825;&#24456;&#26377;&#24517;&#35201;&#12290;&#27491;&#22914;&#21033;&#29992;&#25216;&#26415;&#21487;&#20197;&#24110;&#21161;&#25105;&#20204;&#25552;&#39640;&#23398;&#20064;&#21644;&#35780;&#20272;&#19968;&#26679;&#65292;&#36890;&#36807;&#36716;&#31227;&#21040;&#36830;&#25509;&#25945;&#23398;&#27169;&#22411;&#65292;&#25216;&#26415;&#21487;&#20197;&#24110;&#21161;&#25105;&#20204;&#24314;&#31435;&#25945;&#32946;&#32773;&#33021;&#21147;&#12290;</div><p></p><p><br> In a connected teaching model, connection replaces isolation. Classroom educators are fully connected to learning data and tools for using the data; to content, resources, and systems that empower them to create, manage, and assess engaging and relevant learning experiences; and directly to their students in support of learning both inside and outside school. The same connections give them access to resources and expertise that improve their own instructional practices and guide them in becoming facilitators and collaborators in their students&rsquo; increasingly self-directed learning.<br>&#22312;&#36830;&#25509;&#25945;&#23398;&#27169;&#22411;&#20013;&#65292;&#36830;&#25509;&#21462;&#20195;&#38548;&#31163;&#12290;&#35838;&#22530;&#25945;&#32946;&#32773;&#23436;&#20840;&#36830;&#25509;&#21040;&#23398;&#20064;&#23454;&#29992;&#30340;&#25968;&#25454;&#21644;&#22788;&#29702;&#36825;&#20123;&#25968;&#25454;&#30340;&#24037;&#20855;&#65292;&#20869;&#23481;&#12289;&#36164;&#28304;&#21644;&#31995;&#32479;&#65292;&#36825;&#20123;&#35753;&#20182;&#20204;&#21019;&#24314;&#12289;&#31649;&#29702;&#12289;&#35780;&#20272;&#26377;&#21560;&#24341;&#21147;&#30340;&#12289;&#36148;&#20999;&#30340;&#23398;&#20064;&#20307;&#39564;&#65292;&#35838;&#22530;&#25945;&#32946;&#32773;&#19982;&#20182;&#20204;&#30340;&#23398;&#29983;&#30452;&#25509;&#30456;&#36830;&#65292;&#22312;&#23398;&#26657;&#20869;&#22806;&#37117;&#25903;&#25345;&#20854;&#23398;&#20064;&#12290;&#21516;&#26679;&#30340;&#36830;&#25509;&#35753;&#20182;&#20204;&#33719;&#21462;&#36164;&#28304;&#21644;&#19987;&#19994;&#30693;&#35782;&#65292;&#36825;&#33021;&#25552;&#39640;&#20182;&#20204;&#33258;&#36523;&#30340;&#25945;&#23398;&#23454;&#36341;&#65292;&#24341;&#23548;&#20182;&#20204;&#25104;&#20026;&#23398;&#29983;&#26085;&#28176;&#33258;&#25105;&#23548;&#21521;&#24335;&#23398;&#20064;&#30340;&#20419;&#36827;&#32773;&#21644;&#21512;&#20316;&#32773;&#12290;</p><p><br> In connected teaching, teaching is a team activity. Individual educators build online learning communities consisting of their students and their students&rsquo; peers; fellow educators in their schools, libraries, and afterschool programs; professional experts in various disciplines around the world; members of community organizations that serve students in the hours they are not in school; and parents who desire greater participation in their children&rsquo;s education.<br>&#22312;&#36830;&#25509;&#25945;&#23398;&#20013;&#65292;&#25945;&#23398;&#26159;&#19968;&#20010;&#22242;&#38431;&#27963;&#21160;&#12290;&#25945;&#32946;&#24037;&#20316;&#32773;&#20010;&#20307;&#24314;&#31435;&#32593;&#19978;&#23398;&#20064;&#31038;&#21306;&#65292;&#30001;&#23398;&#29983;&#21450;&#20854;&#21516;&#40836;&#20249;&#20276;&#12289;&#23398;&#26657;&#37324;&#30340;&#25945;&#32946;&#32773;&#26379;&#21451;&#12289;&#22270;&#20070;&#31649;&#29702;&#21592;&#12289;&#35838;&#22806;&#27963;&#21160;&#12289;&#19990;&#30028;&#21508;&#22320;&#21508;&#23398;&#31185;&#19987;&#23478;&#32452;&#25104;&#12290;&#31038;&#21306;&#26426;&#26500;&#30340;&#25104;&#21592;&#22312;&#23398;&#29983;&#19981;&#22312;&#26657;&#30340;&#26102;&#20505;&#20026;&#23398;&#29983;&#25552;&#20379;&#26381;&#21153;&#65292;&#23478;&#38271;&#28212;&#26395;&#26356;&#22810;&#30340;&#21442;&#19982;&#36827;&#33258;&#24049;&#23401;&#23376;&#30340;&#25945;&#32946;&#12290;</p><p><br> Episodic and ineffective professional development is replaced by professional learning that is collaborative, coherent, and continuous and that blends more effective in-person courses and workshops with the expanded opportunities, immediacy, and convenience enabled by online environments full of resources and opportunities for collaboration. For their part, the colleges of education and other institutions that prepare teachers play an ongoing role in the professional growth of their graduates throughout the entire course of their careers.<br>&#20598;&#21457;&#30340;&#12289;&#26080;&#25928;&#30340;&#19987;&#19994;&#21457;&#23637;&#34987;&#21512;&#20316;&#30340;&#12289;&#26377;&#26465;&#29702;&#30340;&#12289;&#25345;&#32493;&#30340;&#19987;&#19994;&#23398;&#20064;&#25152;&#21462;&#20195;&#65292;&#26356;&#26377;&#25928;&#22320;&#34701;&#20837;&#20010;&#20154;&#35838;&#31243;&#21644;&#24037;&#20316;&#24403;&#20013;&#65292;&#30001;&#20805;&#28385;&#36164;&#28304;&#21644;&#21512;&#20316;&#26426;&#20250;&#30340;&#22312;&#32447;&#29615;&#22659;&#24102;&#26469;&#26356;&#22810;&#30340;&#26426;&#20250;&#12289;&#21363;&#26102;&#24615;&#21644;&#20415;&#21033;&#12290;&#23545;&#20182;&#20204;&#26469;&#35828;&#65292;&#25945;&#32946;&#19987;&#31185;&#23398;&#38498;&#21644;&#20854;&#20182;&#23398;&#26415;&#26426;&#26500;&#23433;&#25490;&#25945;&#24072;&#22312;&#20854;&#27605;&#19994;&#29983;&#30340;&#25972;&#20010;&#32844;&#19994;&#29983;&#28079;&#30340;&#19987;&#19994;&#25104;&#38271;&#36807;&#31243;&#20013;&#65292;&#25198;&#28436;&#19981;&#26029;&#21457;&#23637;&#30340;&#35282;&#33394;&#12290;</p><p><br> Connected teaching enables our education system to provide access to effective teaching and learning resources where they are not otherwise available and provide more options for all learners at all levels. This is accomplished by augmenting the expertise and competencies of specialized and exceptional educators with online learning systems and through on-demand courses and other self-directed learning opportunities. Clearly, more teachers will need to be expert at providing online instruction.<br>&#36830;&#25509;&#25945;&#23398;&#35753;&#25105;&#20204;&#30340;&#25945;&#32946;&#20307;&#21046;&#25552;&#20379;&#26426;&#20250;&#33719;&#24471;&#21035;&#22788;&#27809;&#27861;&#33719;&#24471;&#30340;&#26377;&#25928;&#25945;&#23398;&#21644;&#23398;&#20064;&#36164;&#28304;&#65292;&#20026;&#21508;&#31181;&#27700;&#24179;&#30340;&#25152;&#26377;&#23398;&#20064;&#32773;&#25552;&#20379;&#26356;&#22810;&#36873;&#25321;&#12290;&#36825;&#26159;&#36890;&#36807;&#22686;&#21152;&#19987;&#19994;&#30693;&#35782;&#21644;&#33021;&#21147;&#65292;&#26480;&#20986;&#25945;&#32946;&#32773;&#19982;&#22312;&#32447;&#23398;&#20064;&#31995;&#32479;&#65292;&#20197;&#21450;&#25353;&#38656;&#23450;&#21046;&#35838;&#31243;&#12289;&#20854;&#20182;&#33258;&#25105;&#23548;&#21521;&#30340;&#23398;&#20064;&#26426;&#20250;&#65292;&#26469;&#23454;&#29616;&#30340;&#12290;&#26174;&#28982;&#65292;&#26356;&#22810;&#30340;&#25945;&#24072;&#23558;&#38656;&#35201;&#25104;&#20026;&#33021;&#22815;&#25552;&#20379;&#22312;&#32447;&#25945;&#23398;&#30340;&#19987;&#23478;&#12290;</p><h2>21st Century Resources for Professional Educators</h2><h2>&#20026;&#19987;&#19994;&#25945;&#32946;&#32773;&#25552;&#20379;&#30340;&#20108;&#21313;&#19968;&#19990;&#32426;&#36164;&#28304;</h2><p> The technology that enables connected teaching is available now, but not all the conditions necessary to leverage it are. Many of our existing educators do not have the same understanding of and ease with using technology that is part of the daily lives of professionals in other sectors. The same can be said of many of the education leaders and policymakers in schools, districts, and states and of the higher education institutions that prepare new educators for the field.<br>&#20196;&#36830;&#25509;&#25945;&#23398;&#25104;&#20026;&#29616;&#23454;&#30340;&#25216;&#26415;&#29616;&#22312;&#24050;&#32463;&#21487;&#29992;&#65292;&#20294;&#25216;&#26415;&#24182;&#38750;&#36816;&#29992;&#36830;&#25509;&#25945;&#23398;&#25152;&#24517;&#38656;&#30340;&#26465;&#20214;&#12290;&#25105;&#20204;&#29616;&#26377;&#35832;&#22810;&#25945;&#32946;&#32773;&#65292;&#19981;&#20855;&#22791;&#30340;&#21516;&#19968;&#25216;&#26415;&#29702;&#35299;&#21147;&#21644;&#29087;&#32451;&#20351;&#29992;&#33021;&#21147;&#65292;&#23545;&#20110;&#20854;&#20182;&#37096;&#38376;&#19987;&#19994;&#20154;&#22763;&#32780;&#35328;&#21364;&#26159;&#26085;&#24120;&#29983;&#27963;&#30340;&#19968;&#37096;&#20998;&#12290;&#23545;&#20110;&#35768;&#22810;&#25945;&#32946;&#39046;&#23548;&#32773;&#21644;&#23398;&#26657;&#12289;&#22320;&#21306;&#12289;&#24030;&#20197;&#21450;&#20026;&#25945;&#32946;&#39046;&#22495;&#36755;&#36865;&#26032;&#30340;&#25945;&#32946;&#32773;&#30340;&#39640;&#31561;&#25945;&#32946;&#26426;&#26500;&#30340;&#25919;&#31574;&#21046;&#23450;&#32773;&#32780;&#35328;&#65292;&#21516;&#26679;&#22914;&#27492;&#12290;</p><p><br> This gap in technology understanding influences program and curriculum development, funding and purchasing decisions about educational and information technology in schools, and pre-service and in-service professional learning. This gap prevents technology from being used in ways that would improve instructional practices and learning outcomes.<br>&#36825;&#31181;&#25216;&#26415;&#29702;&#35299;&#24433;&#21709;&#26041;&#26696;&#21644;&#35838;&#31243;&#24320;&#21457;&#12289;&#25552;&#20379;&#36164;&#37329;&#21644;&#36141;&#20080;&#26377;&#20851;&#25945;&#32946;&#21644;&#23398;&#26657;&#12289;&#32844;&#21069;&#12289;&#22312;&#32844;&#19987;&#19994;&#23398;&#20064;&#20449;&#24687;&#25216;&#26415;&#30456;&#20851;&#20915;&#31574;&#20013;&#30340;&#24046;&#36317;&#12290;&#36825;&#19968;&#24046;&#36317;&#38459;&#30861;&#25216;&#26415;&#34987;&#29992;&#20110;&#35768;&#22810;&#26041;&#38754;&#21435;&#25913;&#21892;&#25945;&#23398;&#23454;&#36341;&#21644;&#23398;&#20064;&#25928;&#26524;&#12290;</p><p><br> Still, we must introduce connected teaching into our education system rapidly, and therefore we need innovation in the organizations that support educators in their profession &ndash; schools and districts, colleges of education, professional learning providers, and professional organizations.<br>&#20294;&#26159;&#65292;&#25105;&#20204;&#24517;&#39035;&#23613;&#24555;&#23558;&#36830;&#25509;&#25945;&#23398;&#24341;&#20837;&#25105;&#20204;&#30340;&#25945;&#32946;&#20307;&#21046;&#65292;&#22240;&#27492;&#25105;&#20204;&#38656;&#35201;&#22312;&#25903;&#25345;&#25945;&#32946;&#32773;&#32844;&#19994;&#30340;&#32452;&#32455;&#26426;&#26500;&mdash;&mdash;&#23398;&#26657;&#21644;&#22320;&#21306;&#12289;&#24072;&#33539;&#19987;&#31185;&#12289;&#19987;&#19994;&#23398;&#20064;&#25552;&#20379;&#32773;&#12289;&#19987;&#19994;&#26426;&#26500;&mdash;&mdash;&#37324;&#20570;&#20986;&#38761;&#26032;&#12290;</p><h2>Infrastructure</h2><h2>&#22522;&#30784;&#35774;&#26045;</h2><p> An essential component of the 21st century learning model is a comprehensive infrastructure for learning that provides every student, educator, and level of our education system with the resources they need when and where they are needed. The underlying principle is that infrastructure includes people, processes, learning resources, policies, and sustainable models for continuous improvement in addition to broadband connectivity, servers, software, management systems, and administration tools. Building this infrastructure is a far-reaching project that will demand concerted and coordinated effort.<br></p><div style="text-align:-webkit-auto">&#20108;&#21313;&#19968;&#19990;&#32426;&#23398;&#20064;&#27169;&#22411;&#30340;&#19968;&#20010;&#37325;&#35201;&#32452;&#25104;&#37096;&#20998;&#65292;&#26159;&#20840;&#38754;&#30340;&#23398;&#20064;&#22522;&#30784;&#35774;&#26045;&#65292;&#33021;&#22815;&#20026;&#27599;&#19968;&#20301;&#23398;&#29983;&#12289;&#25945;&#32946;&#32773;&#65292;&#20197;&#21450;&#25105;&#20204;&#21508;&#32423;&#25945;&#32946;&#20307;&#21046;&#25552;&#20379;&#20182;&#20204;&#38656;&#35201;&#30340;&#36164;&#28304;&#65292;&#26080;&#35770;&#20309;&#26102;&#20309;&#22320;&#12290;&#20854;&#22522;&#26412;&#21407;&#21017;&#26159;&#65292;&#22522;&#30784;&#35774;&#26045;&#21253;&#25324;&#20154;&#21592;&#65292;&#27969;&#31243;&#12289;&#23398;&#20064;&#36164;&#28304;&#12289;&#25919;&#31574;&#65292;&#20197;&#21450;&#19981;&#26029;&#25913;&#21892;&#30340;&#21487;&#25345;&#32493;&#21457;&#23637;&#27169;&#22411;&#65292;&#21478;&#22806;&#36824;&#26377;&#23485;&#24102;&#36830;&#25509;&#12289;&#26381;&#21153;&#22120;&#12289;&#36719;&#20214;&#12289;&#31649;&#29702;&#31995;&#32479;&#12289;&#31649;&#29702;&#24037;&#20855;&#12290;&#24314;&#35774;&#36825;&#26679;&#30340;&#22522;&#30784;&#35774;&#26045;&#24847;&#20041;&#28145;&#36828;&#65292;&#38656;&#35201;&#30456;&#20114;&#21327;&#35843;&#20849;&#21516;&#21162;&#21147;&#12290;</div><p></p><p><br> Although we have adopted technology in many aspects of education today, a comprehensive infrastructure for learning is necessary to move us beyond the traditional model of educators and students in classrooms to a learning model that brings together teaching teams and students in classrooms, labs, libraries, museums, workplaces, and homes &ndash; anywhere in the world where people have access devices and an adequate Internet connection.<br>&#34429;&#28982;&#20170;&#22825;&#25105;&#20204;&#22312;&#25945;&#32946;&#30340;&#35832;&#22810;&#26041;&#38754;&#24050;&#32463;&#20351;&#29992;&#20102;&#25216;&#26415;&#65292;&#20294;&#20173;&#28982;&#38656;&#35201;&#20840;&#38754;&#30340;&#23398;&#20064;&#22522;&#30784;&#35774;&#26045;&#65292;&#25165;&#33021;&#35753;&#25105;&#20204;&#36229;&#36234;&#20256;&#32479;&#30340;&#25945;&#23460;&#37324;&#30340;&#25945;&#32946;&#32773;&#21644;&#23398;&#29983;&#27169;&#24335;&#65292;&#36716;&#21464;&#25104;&#22312;&#25945;&#23460;&#12289;&#23454;&#39564;&#23460;&#12289;&#22270;&#20070;&#39302;&#12289;&#21338;&#29289;&#39302;&#12289;&#24037;&#20316;&#22330;&#25152;&#21644;&#23478;&#24237;&#20013;&#27719;&#38598;&#25945;&#32946;&#22242;&#38431;&#21644;&#23398;&#29983;&#30340;&#23398;&#20064;&#27169;&#24335;&#65292;&#26080;&#35770;&#36523;&#22788;&#19990;&#30028;&#20219;&#20309;&#22320;&#26041;&#65292;&#21482;&#35201;&#20154;&#20204;&#26377;&#25509;&#20837;&#35774;&#22791;&#21644;&#21644;&#36866;&#24403;&#30340;&#20114;&#32852;&#32593;&#36830;&#25509;&#23601;&#34892;&#12290;</p><p><br> Over the past 40 years, we have seen unprecedented advances in computing and communications that have led to powerful technology resources and tools for learning. Today, low-cost Internet access devices, easy-to-use digital authoring tools, and the web facilitate access to information and multimedia learning content, communication, and collaboration. They provide the ability to participate in online learning communities that cross disciplines, organizations, international boundaries, and cultures.<br>&#22312;&#36807;&#21435;&#22235;&#21313;&#24180;&#37324;&#65292;&#25105;&#20204;&#22312;&#35745;&#31639;&#26426;&#21644;&#36890;&#35759;&#39046;&#22495;&#30475;&#21040;&#20102;&#21069;&#25152;&#26410;&#26377;&#30340;&#21457;&#23637;&#65292;&#36825;&#23548;&#33268;&#20102;&#24378;&#22823;&#30340;&#25216;&#26415;&#36164;&#28304;&#21644;&#23398;&#20064;&#24037;&#20855;&#12290;&#20170;&#22825;&#65292;&#20302;&#24265;&#30340;&#20114;&#32852;&#32593;&#25509;&#20837;&#35774;&#22791;&#65292;&#26131;&#29992;&#30340;&#25968;&#30721;&#21046;&#20316;&#24037;&#20855;&#65292;&#20197;&#21450;&#32593;&#32476;&#20419;&#36827;&#20102;&#33719;&#21462;&#20449;&#24687;&#21644;&#22810;&#23186;&#20307;&#23398;&#20064;&#20869;&#23481;&#12289;&#36890;&#35759;&#21644;&#21327;&#20316;&#12290;&#20182;&#20204;&#25552;&#20379;&#21442;&#19982;&#22312;&#32447;&#23398;&#20064;&#31038;&#21306;&#30340;&#33021;&#21147;&#65292;&#36825;&#20123;&#22312;&#32447;&#23398;&#20064;&#31038;&#21306;&#36328;&#36234;&#23398;&#31185;&#12289;&#32452;&#32455;&#12289;&#22269;&#30028;&#12289;&#25991;&#21270;&#12290;</p><p><br> Many of these technology resources and tools already are being used within our public education system. We are now, however, at an inflection point for a much bolder transformation of education powered by technology. This revolutionary opportunity for change is driven by the continuing push of emerging technology and the pull of the critical national need to radically improve our education system.<br>&#36825;&#20123;&#25216;&#26415;&#36164;&#28304;&#21644;&#24037;&#20855;&#20013;&#65292;&#35768;&#22810;&#24050;&#32463;&#34987;&#29992;&#22312;&#25105;&#20204;&#30340;&#20844;&#20849;&#25945;&#32946;&#31995;&#32479;&#20013;&#12290;&#28982;&#32780;&#65292;&#29616;&#22312;&#25105;&#20204;&#27491;&#22788;&#22312;&#19968;&#20010;&#38750;&#24120;&#22823;&#32966;&#30340;&#30001;&#25216;&#26415;&#39537;&#21160;&#30340;&#25945;&#32946;&#36716;&#22411;&#30340;&#36716;&#25240;&#28857;&#12290;&#36825;&#19968;&#38761;&#21629;&#24615;&#30340;&#21464;&#38761;&#26426;&#20250;&#65292;&#30001;&#26032;&#20852;&#25216;&#26415;&#30340;&#25345;&#32493;&#25512;&#36827;&#65292;&#21644;&#22269;&#23478;&#38750;&#24120;&#38656;&#35201;&#20174;&#26681;&#26412;&#19978;&#25913;&#36827;&#25105;&#20204;&#30340;&#25945;&#32946;&#20307;&#21046;&#30340;&#25289;&#21160;&#26469;&#39537;&#21160;&#30340;&#12290;</p><h2>Always-on Learning Resources</h2><h2>&#31435;&#21363;&#21709;&#24212;&#30340;&#23398;&#20064;&#36164;&#28304;</h2><p> Our model of an infrastructure for learning is always on, available to students, educators, and administrators regardless of their location or the time of day. It supports not just access to information, but access to people and participation in online learning communities. It offers a platform on which developers can build and tailor applications. An infrastructure for learning unleashes new ways of capturing and sharing knowledge based on multimedia that integrate text, still and moving images, audio, and applications that run on a variety of devices. It enables seamless integration of in- and out-of-school learning. It frees learning from a rigid information transfer model (from book or educator to students) and enables a much more motivating intertwine of learning about, learning to do, and learning to be.<br>&#25105;&#20204;&#30340;&#23398;&#20064;&#22522;&#30784;&#35774;&#26045;&#30340;&#27169;&#22411;&#65292;&#26159;&#31435;&#21363;&#21709;&#24212;&#30340;&#65292;&#26080;&#35770;&#20309;&#26102;&#20309;&#22320;&#65292;&#37117;&#33021;&#25552;&#20379;&#32473;&#23398;&#29983;&#12289;&#25945;&#32946;&#32773;&#21644;&#31649;&#29702;&#20154;&#21592;&#12290;&#23427;&#19981;&#20165;&#20165;&#25903;&#25345;&#33719;&#21462;&#20449;&#24687;&#65292;&#36824;&#33021;&#25509;&#36817;&#20182;&#20154;&#65292;&#21442;&#19982;&#22312;&#32447;&#23398;&#20064;&#31038;&#21306;&#12290;&#23427;&#25552;&#20379;&#24179;&#21488;&#65292;&#22312;&#20854;&#19978;&#65292;&#24320;&#21457;&#32773;&#21487;&#20197;&#26500;&#24314;&#12289;&#23450;&#21046;&#24212;&#29992;&#31243;&#24207;&#12290;&#29992;&#20110;&#23398;&#20064;&#30340;&#22522;&#30784;&#35774;&#26045;&#37322;&#25918;&#20986;&#25429;&#25417;&#21644;&#20998;&#20139;&#30693;&#35782;&#30340;&#26032;&#36884;&#24452;&#65292;&#36825;&#20123;&#30693;&#35782;&#22522;&#20110;&#22810;&#23186;&#20307;&#65292;&#25972;&#21512;&#20102;&#25991;&#26412;&#12289;&#38745;&#24577;&#21450;&#21160;&#24577;&#22270;&#20687;&#12289;&#38899;&#39057;&#12289;&#36816;&#34892;&#20110;&#21508;&#31181;&#35774;&#22791;&#20043;&#19978;&#30340;&#24212;&#29992;&#31243;&#24207;&#12290;&#23427;&#20351;&#24471;&#26657;&#20869;&#26657;&#22806;&#23398;&#20064;&#26080;&#32541;&#38598;&#25104;&#22312;&#19968;&#36215;&#12290;&#23427;&#23558;&#23398;&#20064;&#20174;&#20725;&#21270;&#30340;&#20449;&#24687;&#20256;&#36755;&#27169;&#22411;&#65288;&#20070;&#26412;&#25110;&#25945;&#32946;&#32773;&#25110;&#23398;&#29983;&#65289;&#20013;&#37322;&#25918;&#20986;&#26469;&#65292;&#20351;&#24471;&#26377;&#26356;&#22810;&#31215;&#26497;&#24615;&#25237;&#36523;&#20110;&#23398;&#20064;&#30340;&#20869;&#23481;&#12289;&#23398;&#20064;&#30340;&#26041;&#27861;&#20197;&#21450;&#23398;&#20250;&#20570;&#20154;&#12290;</p><p><br> On a more operational level, an infrastructure for learning brings together and enables access to data from multiple sources while ensuring appropriate levels of security and privacy. It integrates computer hardware, data and networks, information resources, interoperable software, middleware services and tools, and devices and connects and supports interdisciplinary teams of professionals responsible for its development, maintenance, and management and its use in transformative approaches to teaching and learning.<br>&#22312;&#25805;&#20316;&#23618;&#38754;&#19978;&#65292;&#29992;&#20110;&#23398;&#20064;&#30340;&#22522;&#30784;&#35774;&#26045;&#65292;&#27719;&#38598;&#20102;&#26469;&#33258;&#22810;&#20010;&#26469;&#28304;&#30340;&#25968;&#25454;&#65292;&#24182;&#20801;&#35768;&#20154;&#33719;&#21462;&#65292;&#21516;&#26102;&#30830;&#20445;&#24688;&#24403;&#30340;&#23433;&#20840;&#21644;&#38544;&#31169;&#27700;&#24179;&#12290;&#23427;&#32487;&#25215;&#20102;&#35745;&#31639;&#26426;&#30828;&#20214;&#12289;&#25968;&#25454;&#12289;&#32593;&#32476;&#12289;&#20449;&#24687;&#36164;&#28304;&#12289;&#20114;&#21487;&#25805;&#20316;&#36719;&#20214;&#12289;&#20013;&#38388;&#20214;&#26381;&#21153;&#21450;&#24037;&#20855;&#12289;&#35774;&#22791;&#12289;&#36830;&#25509;&#65292;&#25903;&#25345;&#36328;&#23398;&#31185;&#19987;&#19994;&#22242;&#38431;&#36127;&#36131;&#20854;&#24320;&#21457;&#12289;&#32500;&#25252;&#12289;&#31649;&#29702;&#65292;<font style="background-color:#ff0000">&#23427;&#20351;&#29992;&#21487;&#20197;&#21464;&#21270;&#30340;&#26041;&#27861;</font>&#21435;&#25945;&#25480;&#19982;&#23398;&#20064;&#12290;</p><h2>Productivity</h2><h2>&#29983;&#20135;&#21147;</h2><p> To achieve our goal of transforming American education, we must rethink basic assumptions and redesign our education system. We must apply technology to implement personalized learning and ensure that students are making appropriate progress through our K-16 system so they graduate. These and other initiatives require investment, but tight economic times and basic fiscal responsibility demand that we get more out of each dollar we spend. We must leverage technology to plan, manage, monitor, and report spending to provide decision-makers with a reliable, accurate, and complete view of the financial performance of our education system at all levels. Such visibility is essential to meeting our goals for educational attainment within the budgets we can afford.<br>&#35201;&#23454;&#29616;&#25105;&#20204;&#36716;&#21464;&#32654;&#22269;&#25945;&#32946;&#30340;&#30446;&#26631;&#65292;&#25105;&#20204;&#24517;&#39035;&#37325;&#26032;&#24605;&#32771;&#22522;&#26412;&#30340;&#20551;&#35774;&#65292;&#37325;&#26032;&#35774;&#35745;&#25105;&#20204;&#30340;&#25945;&#32946;&#20307;&#21046;&#12290;&#25105;&#20204;&#24517;&#39035;&#36816;&#29992;&#25216;&#26415;&#26469;&#23454;&#29616;&#20010;&#24615;&#21270;&#23398;&#20064;&#65292;&#30830;&#20445;&#23398;&#29983;&#22312;&#25105;&#20204;&#30340;&#20041;&#21153;&#25945;&#32946;&#20307;&#21046;&#19979;&#27605;&#19994;&#26102;&#33021;&#26377;&#25152;&#25910;&#33719;&#12290;&#36825;&#20123;&#25514;&#26045;&#20197;&#21450;&#20854;&#20182;&#25514;&#26045;&#37117;&#38656;&#35201;&#25237;&#36164;&#65292;&#20294;&#26159;&#25326;&#25454;&#30340;&#32463;&#27982;&#26102;&#26399;&#12289;&#22522;&#26412;&#30340;&#36130;&#25919;&#36131;&#20219;&#65292;&#35201;&#27714;&#25105;&#20204;&#25226;&#19968;&#22359;&#38065;&#24403;&#25104;&#20004;&#22359;&#38065;&#26469;&#33457;&#12290;&#25105;&#20204;&#24517;&#39035;&#21033;&#29992;&#25216;&#26415;&#21435;&#35268;&#21010;&#12289;&#31649;&#29702;&#12289;&#30417;&#30563;&#12289;&#25253;&#21578;&#24320;&#25903;&#65292;&#20026;&#20915;&#31574;&#32773;&#25552;&#20379;&#19968;&#20010;&#25105;&#20204;&#21508;&#32423;&#25945;&#32946;&#31995;&#32479;&#21487;&#38752;&#30340;&#12289;&#20934;&#30830;&#30340;&#12289;&#23436;&#25972;&#30340;&#36130;&#25919;&#29366;&#20917;&#35270;&#22270;&#12290;&#22312;&#39044;&#31639;&#24517;&#39035;&#26159;&#25105;&#20204;&#36127;&#25285;&#24471;&#36215;&#30340;&#21069;&#25552;&#19979;&#65292;&#36825;&#31181;&#28165;&#26224;&#24230;&#24517;&#39035;&#28385;&#36275;&#25105;&#20204;&#25945;&#32946;&#31243;&#24230;&#30340;&#30446;&#26631;&#12290;</p><p><br> Improving productivity is a daily focus of most American organizations in all sectors &ndash; both for-profit and nonprofit &ndash; and especially so in tight economic times. Education has not, however, incorporated many of the practices other sectors regularly use to improve productivity and manage costs, nor has it leveraged technology to enable or enhance them. We can learn much from the experience in other sectors.<br>&#25552;&#39640;&#29983;&#20135;&#21147;&#26159;&#32654;&#22269;&#21508;&#34892;&#19994;&#22823;&#22810;&#25968;&#32452;&#32455;&mdash;&mdash;&#26080;&#35770;&#26159;&#33829;&#21033;&#30340;&#36824;&#26159;&#38750;&#33829;&#21033;&#30340;&mdash;&mdash;&#30340;&#26085;&#24120;&#37325;&#28857;&#65292;&#23588;&#20854;&#26159;&#22312;&#22914;&#20170;&#36825;&#20010;&#32463;&#27982;&#22256;&#38590;&#26102;&#26399;&#12290;&#19981;&#36807;&#65292;&#25945;&#32946;&#24182;&#27809;&#26377;&#21560;&#32435;&#20854;&#20182;&#34892;&#19994;&#30340;&#29992;&#26469;&#25552;&#39640;&#29983;&#20135;&#21147;&#12289;&#31649;&#29702;&#24320;&#25903;&#30340;&#35832;&#22810;&#20064;&#24815;&#20570;&#27861;&#65292;&#20063;&#27809;&#26377;&#20351;&#29992;&#25216;&#26415;&#21435;<font style="background-color:#ff0000">&#21551;&#29992;&#25110;&#21152;&#24378;&#36825;&#20123;</font>&#12290;&#25105;&#20204;&#21487;&#20197;&#20174;&#20854;&#20182;&#34892;&#19994;&#30340;&#32463;&#39564;&#20013;&#23398;&#21040;&#24456;&#22810;&#19996;&#35199;&#12290;</p><p><br> What education can learn from the experience of business is that we need to make the fundamental structural changes that technology enables if we are to see dramatic improvements in productivity. As we do so, we should recognize that although the fundamental purpose of our public education system is the same, the roles and processes of schools, educators, and the system itself should change to reflect the times we live in and our goals as a world leader. Such rethinking applies to learning, assessment, and teaching processes, and to the infrastructure and operational and financial sides of running schools and school systems.<br>&#22914;&#26524;&#25105;&#20204;&#24819;&#30475;&#21040;&#29983;&#20135;&#21147;&#30340;&#26174;&#33879;&#25552;&#39640;&#30340;&#35805;&#65292;&#37027;&#20040;&#25945;&#32946;&#21487;&#20197;&#20174;&#21830;&#19994;&#32463;&#39564;&#20013;&#23398;&#21040;&#30340;&#65292;&#26159;&#25105;&#20204;&#38656;&#35201;&#20570;&#20986;&#25216;&#26415;&#25152;&#33021;&#20801;&#35768;&#30340;&#22522;&#30784;&#32467;&#26500;&#25913;&#21464;&#12290;&#19968;&#26086;&#25105;&#20204;&#36825;&#26679;&#20570;&#65292;&#25105;&#20204;&#24212;&#35813;&#35748;&#35782;&#21040;&#65292;&#23613;&#31649;&#25105;&#20204;&#20844;&#20849;&#25945;&#32946;&#31995;&#32479;&#30340;&#22522;&#26412;&#30446;&#30340;&#26159;&#19968;&#33268;&#30340;&#65292;&#23398;&#26657;&#30340;&#27969;&#31243;&#19982;&#20316;&#29992;&#65292;&#25945;&#32946;&#32773;&#12289;&#20307;&#21046;&#26412;&#36523;&#65292;&#37117;&#24212;&#25913;&#21464;&#20197;&#21453;&#26144;&#25105;&#20204;&#29983;&#27963;&#30340;&#26102;&#20195;&#21644;&#25105;&#20204;&#20316;&#20026;&#19990;&#30028;&#39046;&#23548;&#32773;&#30340;&#30446;&#26631;&#12290;&#36825;&#31181;&#21453;&#24605;&#24212;&#29992;&#20110;&#23398;&#20064;&#12289;&#35780;&#20272;&#12289;&#25945;&#23398;&#36807;&#31243;&#65292;&#20197;&#21450;&#22522;&#30784;&#35774;&#26045;&#12289;<font style="background-color:#ff0000">&#20855;&#20307;&#25805;&#20316;&#12289;&#23398;&#26657;&#36816;&#20316;&#30340;&#36130;&#21153;&#26041;&#38754;&#21644;&#23398;&#26657;&#20307;&#21046;</font>&#12290;</p><h2>Rethinking Basic Assumptions</h2><h2>&#21453;&#24605;&#22522;&#26412;&#20551;&#35774;</h2><p> One of the most basic assumptions in our education system is time-based or &ldquo;seat-time&rdquo; measures of educational attainment. These measures were created in the late 1800s and early 1900s to smooth transitions from K-12 into higher education by translating high school work to college admissions offices (Shedd, 2003) and made their way into higher education when institutions began moving away from standardized curricula.<br>&#22312;&#25105;&#20204;&#25945;&#32946;&#20307;&#21046;&#20013;&#19968;&#20010;&#26368;&#22522;&#26412;&#30340;&#20551;&#35774;&#23601;&#26159;&#22522;&#20110;&#26102;&#38388;&#25110;&#32773;&#35828;&ldquo;&#26495;&#20979;&#26102;&#38388;&rdquo;&#34913;&#37327;&#25945;&#32946;&#31243;&#24230;&#12290;&#36825;&#20123;&#27979;&#37327;&#26041;&#24335;&#20135;&#29983;&#20110;&#21313;&#20061;&#19990;&#32426;&#26411;&#26399;&#20108;&#21313;&#19990;&#32426;&#26089;&#26399;&#65292;&#36890;&#36807;&#25226;&#19968;&#37096;&#20998;&#39640;&#20013;&#24037;&#20316;&#36716;&#31227;&#32473;&#39640;&#26657;&#25307;&#29983;&#21150;&#20844;&#23460;&#65292;&#21516;&#26102;&#30740;&#31350;&#26426;&#26500;&#24320;&#22987;&#36828;&#31163;&#26631;&#20934;&#21270;&#35838;&#31243;&#65292;<font style="background-color:#ff0000">&#25226;&#36825;&#20123;&#26041;&#27861;&#24102;&#20837;&#39640;&#31561;&#25945;&#32946;</font>&#65292;&#20174;&#32780;&#20174;&#21021;&#31561;&#25945;&#32946;&#24179;&#28369;&#36807;&#28193;&#21040;&#39640;&#31561;&#25945;&#32946;&#12290;</p><p><br> Another basic assumption is the way we organize students into age-determined groups, structure separate academic disciplines, organize learning into classes of roughly equal size with all the students in a particular class receiving the same content at the same pace, and keep these groups in place all year.<br>&#21478;&#19968;&#20010;&#22522;&#26412;&#20551;&#35774;&#26159;&#25105;&#20204;&#25353;&#29031;&#24180;&#40836;&#32473;&#23398;&#29983;&#20998;&#32452;&#65292;&#32452;&#24314;&#19981;&#21516;&#30340;&#23398;&#31185;&#65292;&#25353;&#29031;&#22823;&#33268;&#30456;&#31561;&#30340;&#29677;&#39069;&#32452;&#32455;&#25152;&#26377;&#23398;&#29983;&#23398;&#20064;&#65292;&#22312;&#29305;&#23450;&#30340;&#22330;&#25152;&#25353;&#29031;&#30456;&#21516;&#30340;&#27493;&#20240;&#25509;&#21463;&#30456;&#21516;&#30340;&#20869;&#23481;&#65292;&#24182;&#20445;&#25345;&#36825;&#20123;&#23567;&#32452;&#19968;&#25972;&#24180;&#19981;&#21464;&#12290;</p><p><br> The last decade has seen the emergence of some radically redesigned schools, demonstrating the range of possibilities for structuring education. These include schools that organize around competence rather than seat time and others that enable more flexible scheduling that fits students&rsquo; individual needs rather than traditional academic periods and lockstep curriculum pacing. In addition, schools are beginning to incorporate online learning, which gives us the opportunity to extend the learning day, week, or year. The United States has a long way to go if we are to see every student complete at least a year of higher education or postsecondary career training. There is no way to achieve this target unless we can dramatically reduce the number of students who leave high school without getting a diploma and/or who are unprepared for postsecondary education.<br>&#36807;&#21435;&#21313;&#24180;&#25105;&#20204;&#24050;&#32463;&#30475;&#21040;&#20986;&#29616;&#20102;&#19968;&#20123;&#24443;&#24213;&#37325;&#26032;&#35774;&#35745;&#30340;&#23398;&#26657;&#65292;&#35777;&#26126;&#20102;&#26500;&#24314;&#25945;&#32946;&#30340;&#21508;&#31181;&#21487;&#33021;&#24615;&#12290;&#20854;&#20013;&#21253;&#25324;&#19968;&#20123;&#23398;&#26657;&#22260;&#32469;&#33021;&#21147;&#32780;&#19981;&#26159;&#26495;&#20979;&#26102;&#38388;&#26469;&#32452;&#32455;&#25945;&#23398;&#65292;&#20854;&#20182;&#19968;&#20123;&#23398;&#26657;&#20801;&#35768;&#26356;&#28789;&#27963;&#30340;&#26102;&#38388;&#23433;&#25490;&#65292;&#20197;&#36866;&#24212;&#23398;&#29983;&#30340;&#20010;&#20307;&#38656;&#35201;&#32780;&#38750;&#20256;&#32479;&#30340;&#23398;&#26415;&#21608;&#26399;&#12289;<font style="background-color:#ff0000">&#21516;&#27493;&#35838;&#31243;&#27493;&#35843;</font>&#12290;&#21478;&#22806;&#65292;&#23398;&#26657;&#20063;&#24320;&#22987;&#25509;&#32435;&#22312;&#32447;&#23398;&#20064;&#65292;&#36825;&#20351;&#24471;&#25105;&#20204;&#26377;&#26426;&#20250;<font style="background-color:#ff0000">&#26377;&#26356;&#22810;&#26102;&#38388;</font>&#23398;&#20064;&#12290;&#22914;&#26524;&#25105;&#20204;&#24819;&#30475;&#21040;&#27599;&#20301;&#23398;&#29983;&#33267;&#23569;&#23436;&#25104;&#19968;&#24180;&#39640;&#31561;&#25945;&#32946;&#25110;&#20013;&#23398;&#21518;&#32844;&#19994;&#35757;&#32451;&#65292;&#32654;&#22269;&#36824;&#26377;&#24456;&#38271;&#30340;&#36335;&#35201;&#36208;&#12290;&#38500;&#38750;&#25105;&#20204;&#33021;&#22815;&#26174;&#33879;&#20943;&#23569;&#39640;&#20013;&#32900;&#19994;&#30340;&#23398;&#29983;&#25968;&#37327;&#65292;&#21644;&#36824;&#27809;&#26377;&#20934;&#22791;&#22909;&#20013;&#23398;&#21518;&#25945;&#32946;&#30340;&#23398;&#29983;&#25968;&#37327;&#65292;&#27809;&#26377;&#20854;&#20182;&#36884;&#24452;&#23454;&#29616;&#36825;&#19968;&#30446;&#26631;&#12290;</p><p><br> A complex set of personal and academic factors underlie students&rsquo; decision to leave school or to disengage from learning, but support should start as early as possible, before children enter school, and should become intensified for those students who need it as they move through school. Practices supported with technology can help address the problem, including learning dashboards that keep students on track with their course requirements and earning credits for courses taken online.<br>&#19968;&#31995;&#21015;&#22797;&#26434;&#30340;&#20010;&#20154;&#21644;&#23398;&#26415;&#22240;&#32032;&#25104;&#20026;&#23398;&#29983;&#31163;&#24320;&#23398;&#26657;&#25110;&#33073;&#31163;&#23398;&#20064;&#30340;&#26681;&#26412;&#21407;&#22240;&#65292;&#20294;&#26159;&#25903;&#25345;&#24212;&#24403;&#23613;&#26089;&#24320;&#22987;&#65292;&#22312;&#20799;&#31461;&#36827;&#20837;&#23398;&#26657;&#20043;&#21069;&#65292;<font style="background-color:#ff0000">&#24182;&#20026;&#22312;&#35835;&#20070;&#26102;</font>&#38656;&#35201;&#25903;&#25345;&#30340;&#23398;&#29983;&#36827;&#34892;&#24378;&#21270;&#12290;&#25216;&#26415;&#23545;&#23454;&#36341;&#30340;&#25903;&#25345;&#65292;&#21487;&#20197;&#24110;&#21161;&#35299;&#20915;&#36825;&#19968;&#38382;&#39064;&#65292;<font style="background-color:#ffff00">&#21253;&#25324;&#23398;&#20064;&#20202;&#34920;&#26495;&#21487;&#20197;&#36319;&#36394;&#23398;&#29983;&#30340;&#35838;&#31243;&#38656;&#27714;</font>&#65292;&#36186;&#21462;&#22312;&#32447;&#35838;&#31243;&#23398;&#20998;&#12290;</p><p><br> Redesigning education in America for improved productivity is a complex challenge that will require all 50 states, the thousands of districts and schools across the country, the federal government, and other education stakeholders in the public and private sector coming together to design and implement innovative solutions. It is a challenge for educators &ndash; leaders, teachers, and policymakers committed to learning &ndash; as well as technologists, and ideally they will come together to lead the effort.<br>&#32654;&#22269;&#37325;&#26032;&#35774;&#35745;&#25945;&#32946;&#65292;&#25552;&#39640;&#29983;&#20135;&#21147;&#65292;&#26159;&#19968;&#39033;&#22797;&#26434;&#30340;&#20219;&#21153;&#65292;&#38656;&#35201;&#20840;&#37096;&#20116;&#21313;&#20010;&#24030;&#12289;&#25968;&#20197;&#21315;&#35745;&#30340;&#22320;&#21306;&#12289;&#20840;&#22269;&#21508;&#22320;&#30340;&#23398;&#26657;&#65292;&#32852;&#37030;&#25919;&#24220;&#65292;&#20197;&#21450;&#20844;&#20849;&#21644;&#31169;&#26377;&#39046;&#22495;&#30340;&#20854;&#20182;&#25945;&#32946;&#21033;&#30410;&#30456;&#20851;&#20154;&#65292;&#36208;&#21040;&#19968;&#36215;&#65292;&#35774;&#35745;&#24182;&#23454;&#26045;&#21019;&#26032;&#30340;&#35299;&#20915;&#26041;&#26696;&#12290;&#23545;&#20110;&#25945;&#32946;&#32773;&mdash;&mdash;&#39046;&#23548;&#32773;&#12289;&#25945;&#24072;&#12289;&#33268;&#21147;&#20110;&#23398;&#20064;&#30340;&#20915;&#31574;&#32773;&mdash;&mdash;&#20197;&#21450;&#25216;&#26415;&#19987;&#23478;&#65292;&#36825;&#37117;&#26159;&#19968;&#39033;&#25361;&#25112;&#65292;&#26368;&#22909;&#20182;&#20204;&#33021;&#22815;&#36208;&#21040;&#19968;&#36215;&#65292;&#39046;&#23548;&#36825;&#39033;&#35745;&#21010;&#12290;</p><h2>A Rigorous and Inclusive Process</h2><h2>&#20005;&#26684;&#32780;&#21253;&#23481;&#30340;&#26041;&#27861;</h2><p> The NETP, led by the Department of Education&rsquo;s Office of Educational Technology, was developed using a rigorous and inclusive process built on the report of a technical working group of leading education researchers and practitioners.<br>&#30001;&#25945;&#32946;&#37096;&#25945;&#32946;&#25216;&#26415;&#21150;&#20844;&#23460;&#39046;&#23548;&#30340;&#22269;&#23478;&#25945;&#32946;&#25216;&#26415;&#35745;&#21010;&#65292;&#20351;&#29992;&#20005;&#26684;&#32780;&#21253;&#23481;&#30340;&#26041;&#27861;&#24320;&#21457;&#30340;&#65292;&#20197;&#39046;&#23548;&#25945;&#32946;&#30740;&#31350;&#32773;&#21644;&#20174;&#19994;&#20154;&#21592;&#30340;&#25216;&#26415;&#24037;&#20316;&#23567;&#32452;&#30340;&#25253;&#21578;&#20026;&#22522;&#30784;&#12290;</p><p><br> In keeping with the White House&rsquo;s Open Government Directive, the Department invited extensive public participation in the development of the NETP. Broad outreach efforts and state-of-the-art communications and collaboration technology enabled tens of thousands of individuals to learn about and contribute to the development of the NETP over its 9-month development period.<br>&#20026;&#20102;&#19982;&#30333;&#23467;&#30340;&#24320;&#25918;&#24335;&#25919;&#24220;&#25351;&#20196;&#20445;&#25345;&#19968;&#33268;&#65292;&#25945;&#32946;&#37096;&#36992;&#35831;&#24191;&#27867;&#20844;&#20247;&#21442;&#19982;&#36827;&#22269;&#23478;&#25945;&#32946;&#25216;&#26415;&#35745;&#21010;&#30340;&#24320;&#21457;&#36807;&#31243;&#12290;&#22312;&#22269;&#23478;&#25945;&#32946;&#25216;&#26415;&#35745;&#21010;&#20061;&#20010;&#26376;&#30340;&#24320;&#21457;&#36807;&#31243;&#20013;&#65292;&#24191;&#27867;&#30340;&#23459;&#20256;&#24037;&#20316;&#21644;&#20808;&#36827;&#30340;&#36890;&#35759;&#21450;&#21327;&#20316;&#25216;&#26415;&#65292;&#20351;&#24471;&#25968;&#19975;&#20154;&#20102;&#35299;&#24182;&#21327;&#21161;&#20854;&#24320;&#21457;&#12290;</p><h2>The Time To Act Is Now</h2><h2>&#29616;&#22312;&#23601;&#24320;&#22987;&#34892;&#21160;</h2><p> The NETP accepts that we do not have the luxury of time &ndash; we must act now and commit to fine-tuning and midcourse corrections as we go. Success will require leadership, collaboration, and investment at all levels of our education system &ndash; states, districts, schools, and the federal government &ndash; as well as partnerships with higher education institutions, private enterprises, and not-for-profit entities. In the United States, education is primarily a state and local responsibility. State and local public education institutions must ensure equitable access to learning experiences for all students and especially students in underserved populations &ndash; low-income and minority students, students with disabilities, English language learners, preschool-aged children, and others. States and districts need to build capacity for transformation. The Department of Education has a role in identifying effective strategies and implementation practices; encouraging, promoting, and actively supporting innovation in states and districts; and nurturing collaborations that help states and districts leverage resources so the best ideas can be scaled up.<br>&#22269;&#23478;&#25945;&#32946;&#25216;&#26415;&#35745;&#21010;&#30456;&#20449;&#25105;&#20204;&#27809;&#26377;&#36275;&#22815;&#30340;&#26102;&#38388;&#65292;&#25105;&#20204;&#24517;&#39035;&#29616;&#22312;&#24320;&#22987;&#34892;&#21160;&#65292;&#24182;&#25215;&#35834;&#22312;&#34892;&#21160;&#36807;&#31243;&#20013;&#36827;&#34892;&#24494;&#35843;&#12289;&#20013;&#36884;&#20462;&#27491;&#12290;&#25104;&#21151;&#38656;&#35201;&#25105;&#20204;&#21508;&#32423;&#25945;&#32946;&#20307;&#21046;&mdash;&mdash;&#24030;&#12289;&#22320;&#21306;&#12289;&#23398;&#26657;&#21644;&#32852;&#37030;&#25919;&#24220;&mdash;&mdash;&#37117;&#26377;&#39046;&#23548;&#21147;&#12289;&#21512;&#20316;&#12289;&#25237;&#36164;&#65292;&#20197;&#21450;&#19982;&#39640;&#31561;&#25945;&#32946;&#26426;&#26500;&#12289;&#31169;&#26377;&#20225;&#19994;&#12289;&#38750;&#33829;&#21033;&#23454;&#20307;&#30340;&#21512;&#20316;&#12290;&#24030;&#21644;&#22320;&#26041;&#20844;&#20849;&#25945;&#32946;&#26426;&#26500;&#24517;&#39035;&#30830;&#20445;&#25152;&#26377;&#23398;&#29983;&#20844;&#24179;&#33719;&#21462;&#23398;&#20064;&#20307;&#39564;&#65292;&#23588;&#20854;&#26159;<font style="background-color:#ff0000">&#32570;&#23569;&#31038;&#20250;&#26381;&#21153;</font>&#20154;&#32676;&#20013;&#30340;&#23398;&#29983;&mdash;&mdash;&#20302;&#25910;&#20837;&#21644;&#23569;&#25968;&#27665;&#26063;&#23398;&#29983;&#12289;&#27531;&#30142;&#23398;&#29983;&#12289;&#33521;&#35821;&#38750;&#27597;&#35821;&#23398;&#20064;&#32773;&#12289;&#23398;&#40836;&#21069;&#20799;&#31461;&#12289;&#20197;&#21450;&#20854;&#20182;&#23398;&#29983;&#12290;&#24030;&#21644;&#22320;&#21306;&#38656;&#35201;&#26500;&#24314;&#21464;&#38761;&#30340;&#33021;&#21147;&#12290;&#25945;&#32946;&#37096;&#22312;&#30830;&#35748;&#26377;&#25928;&#31574;&#30053;&#21450;&#36816;&#34892;&#23454;&#36341;&#12289;&#40723;&#21169;&#12289;&#25512;&#21160;&#12289;&#31215;&#26497;&#25903;&#25345;&#24030;&#21644;&#22320;&#21306;&#30340;&#38761;&#26032;&#12289;&#22521;&#20859;&#21512;&#20316;&#26041;&#38754;&#21457;&#25381;&#20316;&#29992;&#65292;&#24110;&#21161;&#24030;&#21644;&#22320;&#21306;&#21033;&#29992;&#36164;&#28304;&#65292;&#20351;&#24471;&#26368;&#20248;&#31168;&#30340;&#24819;&#27861;&#24471;&#21040;&#21457;&#25196;&#20809;&#22823;&#12290;</p><p><br> Postsecondary education institutions &ndash; community colleges and 4-year colleges and universities &ndash; will need to partner more closely with K-12 schools to remove barriers to postsecondary education and put plans of their own in place to decrease dropout rates. Clearly, postsecondary institutions would be key players in the national R&amp;D efforts recommended in this plan.<br>&#20013;&#23398;&#21518;&#25945;&#32946;&#26426;&#26500;&mdash;&mdash;&#31038;&#21306;&#22823;&#23398;&#21644;&#22235;&#24180;&#21046;&#26412;&#19987;&#31185;&#23398;&#26657;&mdash;&mdash;&#38656;&#35201;&#19982;&#22522;&#30784;&#25945;&#32946;&#23398;&#26657;&#32467;&#25104;&#26356;&#32039;&#23494;&#30340;&#20249;&#20276;&#20851;&#31995;&#65292;&#20197;&#28040;&#38500;&#20013;&#23398;&#21518;&#25945;&#32946;&#30340;&#38556;&#30861;&#65292;&#21046;&#23450;&#36866;&#21512;&#33258;&#24049;&#30340;&#35745;&#21010;&#65292;&#20943;&#23569;&#36749;&#23398;&#29575;&#12290;&#26174;&#28982;&#65292;&#20013;&#23398;&#21518;&#25945;&#32946;&#26426;&#26500;&#23558;&#22312;&#35745;&#21010;&#24314;&#35758;&#30340;&#22269;&#23478;&#30740;&#21457;&#24037;&#20316;&#20013;&#25198;&#28436;&#20851;&#38190;&#35282;&#33394;&#12290;</p><p><br> Education has long relied on the contributions of organizations in both the private and not- for-profit sectors, and this will not change.<br>&#25945;&#32946;&#26089;&#24050;&#20381;&#36182;&#20110;&#32452;&#32455;&#25424;&#27454;&#65292;&#26080;&#35770;&#31169;&#26377;&#20225;&#19994;&#36824;&#26159;&#38750;&#33829;&#21033;&#26426;&#26500;&#65292;&#36825;&#23558;&#19981;&#20250;&#25913;&#21464;&#12290;</p><p><br> As we enter the second decade of the 21st century, there has never been a more pressing need to transform American education and there will never be a better time to act. The NETP is a 5-year action plan that responds to an urgent national priority and a growing understanding of what the United States needs to do to remain competitive in a global economy.<br>&#24403;&#25105;&#20204;&#36827;&#20837;&#20108;&#21313;&#19968;&#19990;&#32426;&#30340;&#31532;&#20108;&#20010;&#21313;&#24180;&#65292;<font style="background-color:#ff0000">&#19968;&#30452;&#27809;&#26377;&#36843;&#20999;&#38656;&#27714;&#36716;&#21464;&#32654;&#22269;&#25945;&#32946;&#65292;&#20063;&#19968;&#30452;&#27809;&#26377;&#21512;&#36866;&#30340;&#26102;&#38388;&#21435;&#36716;&#21464;</font>&#12290;&#22269;&#23478;&#25945;&#32946;&#25216;&#26415;&#35745;&#21010;&#26159;&#19968;&#20010;&#20116;&#24180;&#34892;&#21160;&#35745;&#21010;&#65292;<font style="background-color:#ffff00">&#35813;&#35745;&#21010;&#26159;&#20026;&#20102;&#21709;&#24212;&#32039;&#36843;&#30340;&#22269;&#23478;&#20248;&#20808;&#20107;&#39033;&#65292;&#21644;&#23545;&#22312;&#20840;&#29699;&#32463;&#27982;&#20013;&#20445;&#25345;&#31454;&#20105;&#21147;&#38656;&#35201;&#32654;&#22269;&#21435;&#20570;&#20160;&#20040;&#30340;&#26085;&#30410;&#29702;&#35299;</font>&#12290;</p><h2>Goals and Recommendations</h2><h2>&#30446;&#26631;&#19982;&#24314;&#35758;</h2><p> The NETP presents five goals with recommendations for states, districts, the federal government, and other stakeholders in our education system that address learning, assessment, teaching, infrastructure, and productivity. The plan also identifies far-reaching grand challenge problems that should be funded and coordinated at a national level.<br>&#22269;&#23478;&#25945;&#32946;&#25216;&#26415;&#35745;&#21010;&#25552;&#20986;&#20116;&#20010;&#30446;&#26631;&#65292;&#25512;&#33616;&#32473;&#24030;&#12289;&#22320;&#21306;&#12289;&#32852;&#37030;&#25919;&#24220;&#65292;&#20197;&#21450;&#25105;&#20204;&#25945;&#32946;&#20307;&#21046;&#20013;&#30340;&#20854;&#20182;&#21033;&#30410;&#33719;&#24471;&#32773;&#65292;&#20197;&#35299;&#20915;&#23398;&#20064;&#12289;&#35780;&#20272;&#12289;&#25945;&#23398;&#12289;&#22522;&#30784;&#35774;&#26045;&#21644;&#29983;&#20135;&#21147;&#38382;&#39064;&#12290;&#35813;&#35745;&#21010;&#20063;&#30830;&#23450;&#20102;&#65292;&#24433;&#21709;&#28145;&#36828;&#30340;&#37325;&#22823;&#25361;&#25112;&#24615;&#38382;&#39064;&#24212;&#35813;&#24471;&#21040;&#22269;&#23478;&#19968;&#32423;&#30340;&#36164;&#21161;&#21644;&#21327;&#35843;&#12290;</p><p></p><h3>1.0 Learning</h3><h3>1.0 &#23398;&#20064;</h3><p></p><p> All learners will have engaging and empowering learning experiences both in and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.<br>&#26080;&#35770;&#23398;&#26657;&#20869;&#22806;&#65292;&#25152;&#26377;&#23398;&#20064;&#32773;&#37117;&#23558;&#21442;&#19982;&#24182;&#24471;&#21040;&#23398;&#20064;&#20307;&#39564;&#65292;&#22312;&#25105;&#20204;&#20840;&#29699;&#32593;&#32476;&#21270;&#31038;&#20250;&#20013;&#65292;&#20026;&#20182;&#20204;&#20934;&#22791;&#22909;&#31215;&#26497;&#30340;&#12289;&#21019;&#26032;&#30340;&#12289;&#30693;&#35782;&#28170;&#21338;&#30340;&#12289;&#26377;&#36947;&#24503;&#30340;&#21442;&#19982;&#32773;&#12290;</p><p><br> To meet this goal, we recommend the following actions:<br>&#20026;&#36798;&#33268;&#27492;&#30446;&#26631;&#65292;&#25105;&#20204;&#24314;&#35758;&#37319;&#21462;&#20197;&#19979;&#34892;&#21160;&#65306;</p><p><br> 1.1 Revise, create, and adopt standards and learning objectives for all content areas that reflect 21st century expertise and the power of technology to improve learning.<br>1.1 &#20462;&#27491;&#12289;&#21019;&#36896;&#12289;&#20026;&#21453;&#26144;&#20108;&#21313;&#19968;&#19990;&#32426;&#19987;&#19994;&#30693;&#35782;&#21644;&#31185;&#25216;&#21147;&#37327;&#30340;&#25152;&#26377;&#20869;&#23481;&#39046;&#22495;&#65292;&#20351;&#29992;&#26631;&#20934;&#21644;&#23398;&#20064;&#30446;&#26631;&#25913;&#21892;&#23398;&#20064;&#12290;</p><p><br> 1.2 Develop and adopt learning resources that use technology to embody design principles from the learning sciences.<br>1.2 &#24320;&#21457;&#24182;&#20351;&#29992;&#23398;&#20064;&#36164;&#28304;&#65292;&#20351;&#29992;&#25216;&#26415;&#26469;&#20307;&#29616;&#23398;&#20064;&#31185;&#23398;&#30340;&#35774;&#35745;&#21407;&#21017;&#12290;</p><p><br> 1.3 Develop and adopt learning resources that exploit the flexibility and power of technology to reach all learners anytime and anywhere.<br>1.3 &#21033;&#29992;&#25216;&#26415;&#30340;&#28789;&#27963;&#24615;&#21644;&#23041;&#21147;&#24320;&#21457;&#24182;&#20351;&#29992;&#23398;&#20064;&#36164;&#28304;&#65292;&#35753;&#23398;&#20064;&#32773;&#38543;&#26102;&#38543;&#22320;&#21487;&#20197;&#33719;&#21462;&#12290;</p><p><br> 1.4 Use advances in the learning sciences and technology to enhance STEM (science, technology, engineering, and mathematics) learning and develop, adopt, and evaluate new methodologies with the potential to enable all learners to excel in STEM.<br>1.4 &#20351;&#29992;&#23398;&#20064;&#31185;&#23398;&#21644;&#25216;&#26415;&#30340;&#36827;&#27493;&#65292;&#21435;&#22686;&#24378;&#31185;&#23398;&#12289;&#25216;&#26415;&#12289;&#24037;&#31243;&#21644;&#25968;&#23398;&#30340;&#23398;&#20064;&#19982;&#24320;&#21457;&#12289;&#36816;&#29992;&#65292;&#24182;&#35780;&#20215;&#26032;&#26041;&#27861;&#30340;&#28508;&#21147;&#65292;&#35753;&#25152;&#26377;&#23398;&#20064;&#32773;&#22312;&#36825;&#22235;&#31185;&#26356;&#21152;&#20248;&#31168;&#12290;</p><h3>2.0 Assessment</h3><h3>2.0 &#35780;&#20272;</h3> Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement.<br>&#20026;&#20102;&#24471;&#21040;&#25345;&#32493;&#30340;&#25913;&#36827;&#65292;&#25105;&#20204;&#21508;&#32423;&#25945;&#32946;&#20307;&#21046;&#23558;&#36816;&#29992;&#25216;&#26415;&#30340;&#21147;&#37327;&#21435;&#34913;&#37327;&#20107;&#29289;&#65292;&#24182;&#20351;&#29992;&#35780;&#20272;&#25968;&#25454;&#12290;<br><div style="text-align:-webkit-auto"><br></div> To meet this goal, we recommend the following actions:<br>&#35201;&#23454;&#29616;&#36825;&#19968;&#30446;&#26631;&#65292;&#25105;&#20204;&#24314;&#35758;&#37319;&#21462;&#20197;&#19979;&#34892;&#21160;&#65306;<br><div style="text-align:-webkit-auto"><br></div> 2.1 Design, develop, and adopt assessments that give students, educators, and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practices.<div>2.1 &#35774;&#35745;&#12289;&#24320;&#21457;&#24182;&#20351;&#29992;&#35780;&#20272;&#65292;&#35753;&#23398;&#29983;&#12289;&#25945;&#32946;&#32773;&#21644;&#20854;&#20182;&#21033;&#30410;&#30456;&#20851;&#32773;<font style="background-color:#ff0000">&#21450;&#26102;&#30340;&#12289;&#21487;&#34892;&#30340;&#21453;&#39304;&#26377;&#20851;&#23398;&#29983;&#23398;&#20064;</font>&#65292;&#20197;&#25913;&#21892;&#25104;&#32489;&#12289;&#25945;&#23398;&#23454;&#36341;&#12290;</div><br><div>2.2 Build the capacity of educators and educational institutions to use technology to improve assessment materials and processes for both formative and summative uses.<br>2.2 &#26500;&#24314;&#25945;&#32946;&#32773;&#21644;&#25945;&#32946;&#26426;&#26500;&#30340;&#35780;&#20272;&#33021;&#21147;&#65292;&#35780;&#20272;&#20351;&#29992;&#25216;&#26415;&#25913;&#36827;&#23545;&#26448;&#26009;&#19982;&#24037;&#33402;&#30340;&#24418;&#25104;&#24615;&#19982;&#24635;&#32467;&#24615;&#20351;&#29992;&#12290;</div><br> 2.3 Conduct research and development that explore how gaming technology, simulations, collaboration environments, and virtual worlds can be used in assessments to engage and motivate learners and to assess complex skills and performances embedded in standards.<br>2.3 &#24341;&#23548;&#30740;&#31350;&#19982;&#24320;&#21457;&#65292;&#25506;&#31350;&#28216;&#25103;&#25216;&#26415;&#12289;&#27169;&#25311;&#25216;&#26415;&#12289;&#21327;&#20316;&#29615;&#22659;&#12289;&#34394;&#25311;&#19990;&#30028;&#26159;&#22914;&#20309;&#29992;&#20110;&#35780;&#20272;&#21442;&#19982;&#21644;&#28608;&#21169;&#23398;&#20064;&#32773;&#65292;&#35780;&#20215;&#23884;&#20837;&#26631;&#20934;&#20043;&#20013;&#30340;&#22797;&#26434;&#25216;&#33021;&#21644;&#34920;&#29616;&#12290;<br><div style="text-align:-webkit-auto"><br></div> 2.4 Revise practices, policies, and regulations to ensure privacy and information protection while enabling a model of assessment that includes ongoing student learning data gathering and sharing for continuous improvement.<br>2.4 &#20462;&#27491;&#20855;&#20307;&#20570;&#27861;&#12289;&#25919;&#31574;&#21644;&#27861;&#35268;&#65292;&#20197;&#30830;&#20445;&#38544;&#31169;&#21644;&#20449;&#24687;&#20445;&#25252;&#65292;&#21516;&#26102;&#21551;&#29992;&#21253;&#25324;&#25345;&#32493;&#25913;&#36827;&#23398;&#29983;&#27491;&#22312;&#36827;&#34892;&#20013;&#30340;&#25968;&#25454;&#25910;&#38598;&#12289;&#20998;&#20139;&#22312;&#20869;&#30340;&#35780;&#20272;&#27169;&#22411;&#12290;<br><h3>3.0 Teaching</h3><h3>3.0 &#25945;&#23398;</h3> Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners.<br>&#19987;&#19994;&#25945;&#32946;&#24037;&#20316;&#32773;&#65292;&#26080;&#35770;&#20010;&#20307;&#36824;&#26159;&#22788;&#20110;&#22242;&#38431;&#65292;&#37117;&#33021;&#24471;&#21040;&#25216;&#26415;&#25903;&#25345;&#65292;&#25226;&#20182;&#20204;&#21516;&#25968;&#25454;&#12289;&#20869;&#23481;&#12289;&#36164;&#28304;&#12289;&#19987;&#19994;&#30693;&#35782;&#12289;&#23398;&#20064;&#20307;&#39564;&#36830;&#25509;&#36215;&#26469;&#65292;&#20026;&#25152;&#26377;&#23398;&#20064;&#32773;&#28608;&#21169;&#26356;&#26377;&#25928;&#30340;&#25945;&#23398;&#12290;<br><div style="text-align:-webkit-auto"><br></div> To meet this goal, we recommend the following actions:<br>&#35201;&#23454;&#29616;&#36825;&#19968;&#30446;&#26631;&#65292;&#25105;&#20204;&#24314;&#35758;&#37319;&#21462;&#20197;&#19979;&#34892;&#21160;&#65306;<br><div style="text-align:-webkit-auto"><br></div> 3.1 Design, develop, and adopt technology-based content, resources, and online learning communities that create opportunities for educators to collaborate for more effective teaching, inspire and attract new people into the profession, and encourage our best educators to continue teaching.<br>3.1 &#35774;&#35745;&#12289;&#24320;&#21457;&#24182;&#20351;&#29992;&#22522;&#20110;&#25216;&#26415;&#30340;&#20869;&#23481;&#12289;&#36164;&#28304;&#21644;&#22312;&#32447;&#23398;&#20064;&#29615;&#22659;&#65292;&#20026;&#25945;&#32946;&#32773;&#21019;&#36896;&#21327;&#20316;&#26426;&#20250;&#65292;&#20197;&#20415;&#26356;&#26377;&#25928;&#30340;&#25945;&#23398;&#65292;&#28608;&#21457;&#21560;&#24341;&#26032;&#20154;&#36827;&#20837;&#36825;&#19968;&#34892;&#19994;&#65292;&#40723;&#21169;&#25105;&#20204;&#26368;&#22909;&#30340;&#25945;&#32946;&#32773;&#32487;&#32493;&#20174;&#25945;&#12290;<div><div style="text-align:-webkit-auto"><br></div> 3.2 Provide pre-service and in-service educators with preparation and professional learning experiences powered by technology that close the gap between students&rsquo; and educators&rsquo; fluencies with technology and promote and enable technology use in ways that improve learning, assessment, and instructional practices.<br>3.2 &#20026;&#32844;&#21069;&#21644;&#22312;&#32844;&#25945;&#32946;&#24037;&#20316;&#32773;&#25552;&#20379;&#25216;&#26415;&#39537;&#21160;&#30340;&#20934;&#22791;&#24037;&#20316;&#21644;&#19987;&#19994;&#23398;&#20064;&#20307;&#39564;&#65292;&#28040;&#24365;&#23398;&#29983;&#21644;&#25945;&#32946;&#32773;&#20043;&#38388;&#27969;&#30021;&#20351;&#29992;&#25216;&#26415;&#30340;&#24046;&#36317;&#65292;&#20419;&#36827;&#24182;&#25903;&#25345;&#25216;&#26415;&#29992;&#22312;&#25913;&#21892;&#23398;&#20064;&#12289;&#35780;&#20272;&#12289;&#25945;&#23398;&#23454;&#36341;&#31561;&#26041;&#38754;&#12290;</div><div><br> 3.3 Transform the preparation and professional learning of educators and education leaders by leveraging technology to create career-long personal learning networks within and across schools, pre-service preparation and in-service educational institutions, and sprofessional organizations.<br>3.3 &#36716;&#21464;&#25945;&#32946;&#32773;&#21644;&#25945;&#32946;&#39046;&#23548;&#32773;&#30340;&#20934;&#22791;&#24037;&#20316;&#21644;&#19987;&#19994;&#23398;&#20064;&#65292;&#21033;&#29992;&#25216;&#26415;&#21019;&#36896;&#32456;&#36523;&#20010;&#20154;&#23398;&#20064;&#32593;&#32476;&#65292;&#36941;&#21450;&#23398;&#26657;&#20869;&#22806;&#12289;&#32844;&#21069;&#12289;&#22312;&#32844;&#25945;&#32946;&#26426;&#26500;&#12289;&#19987;&#19994;&#32452;&#32455;&#12290;</div><div><br> 3.4 Use technology to provide access to the most effective teaching and learning resources, especially where they are not otherwise available, and to provide more options for all learners at all levels.<br>3.4 &#21033;&#29992;&#25216;&#26415;&#25552;&#20379;&#26426;&#20250;&#33719;&#21462;&#26368;&#26377;&#25928;&#30340;&#25945;&#23398;&#21644;&#23398;&#20064;&#36164;&#28304;&#65292;&#29305;&#21035;&#26159;&#22312;&#27809;&#26377;&#20854;&#20182;&#36884;&#24452;&#21487;&#29992;&#30340;&#22330;&#21512;&#19979;&#65292;&#20026;&#21508;&#31181;&#27700;&#24179;&#30340;&#25152;&#26377;&#23398;&#20064;&#32773;&#25552;&#20379;&#26356;&#22810;&#36873;&#25321;&#26426;&#20250;&#12290;</div><br> 3.5 Develop a teaching force skilled in online instruction.<br>3.5 &#22521;&#20859;&#29087;&#24713;&#22312;&#32447;&#25945;&#32946;&#30340;&#25945;&#24072;&#38431;&#20237;&#12290;<br><h3>4.0 Infrastructure</h3><h3>4.0 &#22522;&#30784;&#35774;&#26045;</h3> All students and educators will have access to a comprehensive infrastructure for learning when and where they need it.<br>&#26080;&#35770;&#20309;&#26102;&#20309;&#22320;&#65292;&#21482;&#35201;&#38656;&#35201;&#65292;&#25152;&#26377;&#23398;&#29983;&#21644;&#25945;&#32946;&#32773;&#37117;&#33021;&#33719;&#24471;&#19968;&#20221;&#23436;&#25972;&#30340;&#29992;&#20110;&#23398;&#20064;&#30340;&#22522;&#30784;&#35774;&#26045;&#12290;<br><div style="text-align:-webkit-auto"><br></div> To meet this goal, we recommend the following actions:<br>&#35201;&#23454;&#29616;&#36825;&#19968;&#30446;&#26631;&#65292;&#25105;&#20204;&#24314;&#35758;&#37319;&#21462;&#20197;&#19979;&#34892;&#21160;&#65306;<div><div style="text-align:-webkit-auto"><br></div> 4.1 Ensure that students and educators have adequate broadband access to the Internet and adequate wireless connectivity both inside and outside school.<br>4.1 &#30830;&#20445;&#23398;&#29983;&#21644;&#25945;&#32946;&#32773;&#26377;&#36275;&#22815;&#30340;&#24102;&#23485;&#35775;&#38382;&#20114;&#32852;&#32593;&#65292;&#22312;&#26657;&#20869;&#26657;&#22806;&#37117;&#26377;&#36275;&#22815;&#30340;&#26080;&#32447;&#36830;&#25509;&#12290;</div><div><br> 4.2 Ensure that every student and educator has at least one Internet access device and software and resources for research, communication, multimedia content creation, and collaboration for use in and out of school.<br>4.2 &#30830;&#20445;&#27599;&#20301;&#23398;&#29983;&#21644;&#25945;&#32946;&#32773;&#65292;&#22312;&#26657;&#20869;&#22806;&#33267;&#23569;&#26377;&#19968;&#27454;&#20114;&#32852;&#32593;&#25509;&#20837;&#35774;&#22791;&#12289;&#36719;&#20214;&#12289;&#36164;&#28304;&#21487;&#20197;&#29992;&#20110;&#30740;&#31350;&#12289;&#36890;&#35759;&#12289;&#22810;&#23186;&#20307;&#20869;&#23481;&#21019;&#20316;&#12289;&#21327;&#20316;&#12290;</div><div><br> 4.3 Leverage open educational resources to promote innovative and creative opportunities for all learners and accelerate the development and adoption of new open technology-based learning tools and courses.<br>4.3 &#20026;&#25152;&#26377;&#23398;&#20064;&#32773;&#20351;&#29992;&#29992;&#24320;&#25918;&#25945;&#32946;&#36164;&#28304;&#65292;&#20419;&#36827;&#21019;&#26032;&#21644;&#21019;&#36896;&#24615;&#26426;&#20250;&#65292;&#21152;&#24555;&#24320;&#21457;&#21450;&#20351;&#29992;&#26032;&#30340;&#12289;&#24320;&#25918;&#24335;&#30340;&#12289;&#22522;&#20110;&#25216;&#26415;&#30340;&#23398;&#20064;&#24037;&#20855;&#21644;&#35838;&#31243;&#12290;</div><div><br> 4.4 Build state and local education agency capacity for evolving an infrastructure for learning.<br>4.4 &#20026;&#24030;&#21644;&#22320;&#26041;&#25945;&#32946;&#26426;&#26500;&#24314;&#31435;&#25913;&#36827;&#23398;&#20064;&#22522;&#30784;&#35774;&#26045;&#30340;&#33021;&#21147;&#12290;</div><br> 4.5 Support &ldquo;meaningful use&rdquo; of educational and information technology in states and districts by establishing definitions, goals, and metrics.<br>4.5 &#36890;&#36807;&#30830;&#23450;&#23450;&#20041;&#12289;&#30446;&#26631;&#21644;&#35780;&#20215;&#37327;&#35268;&#65292;&#25903;&#25345;&#22312;&#24030;&#21644;&#22320;&#21306;&ldquo;&#26377;&#24847;&#20041;&#30340;&#20351;&#29992;&rdquo;&#25945;&#32946;&#21644;&#20449;&#24687;&#25216;&#26415;&#12290;<br><h3>5.0 Productivity</h3><h3>5.0 &#29983;&#20135;&#21147;</h3> Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff.<br>&#25105;&#20204;&#21508;&#32423;&#25945;&#32946;&#20307;&#21046;&#35201;&#37325;&#26032;&#35774;&#35745;&#25945;&#32946;&#36807;&#31243;&#21644;&#32467;&#26500;&#65292;&#21033;&#29992;&#25216;&#26415;&#30340;&#21147;&#37327;&#25913;&#21892;&#23398;&#20064;&#25104;&#26524;&#65292;&#21516;&#26102;&#26356;&#26377;&#25928;&#30340;&#36816;&#29992;&#26102;&#38388;&#12289;&#37329;&#38065;&#21644;&#21592;&#24037;&#12290;<br><div style="text-align:-webkit-auto"><br></div> To meet this goal, we recommend the following actions:<br>&#35201;&#23454;&#29616;&#36825;&#19968;&#30446;&#26631;&#65292;&#25105;&#20204;&#24314;&#35758;&#37319;&#21462;&#20197;&#19979;&#34892;&#21160;&#65306;<br><div style="text-align:-webkit-auto"><br></div> 5.1 Develop and adopt a common definition of productivity in education and more relevant and meaningful measures of learning outcomes and costs.<br>5.1 &#21046;&#23450;&#24182;&#20351;&#29992;&#25945;&#32946;&#29983;&#20135;&#21147;&#30340;&#20849;&#21516;&#23450;&#20041;&#65292;&#20197;&#21450;&#26377;&#20851;&#23398;&#20064;&#25104;&#26524;&#21644;&#25104;&#26412;&#30340;&#26356;&#23494;&#20999;&#30340;&#26356;&#26377;&#24847;&#20041;&#30340;&#27979;&#37327;&#26041;&#27861;&#12290;<div><div style="text-align:-webkit-auto"><br></div> 5.2 Improve policies and use technology to manage costs including those for procurement.<br>5.2 &#23436;&#21892;&#25919;&#31574;&#65292;&#20351;&#29992;&#25216;&#26415;&#31649;&#29702;&#21253;&#25324;&#37319;&#36141;&#22312;&#20869;&#30340;&#25104;&#26412;&#12290;</div><div><br> 5.3 Fund the development and use of interoperability standards for content, student learning data, and financial data to enable collecting, sharing, and analyzing data to improve decision-making at all levels of our education system.<br>5.3 &#20026;&#24320;&#21457;&#24182;&#20351;&#29992;&#20114;&#25805;&#20316;&#24615;&#26631;&#20934;&#25320;&#27454;&#65292;&#36825;&#20123;&#26631;&#20934;&#29992;&#20110;&#20869;&#23481;&#12289;&#23398;&#29983;&#23398;&#20064;&#25968;&#25454;&#12289;&#36130;&#21153;&#25968;&#25454;&#65292;&#20197;&#20415;&#25910;&#38598;&#12289;&#20998;&#20139;&#12289;&#20998;&#26512;&#25968;&#25454;&#20197;&#25913;&#36827;&#25105;&#20204;&#21508;&#32423;&#25945;&#32946;&#20307;&#21046;&#20570;&#20986;&#30340;&#20915;&#31574;&#12290;</div><div><br> 5.4 Rethink basic assumptions in our education system that inhibit leveraging technology to improve learning, starting with our current practice of organizing student and educator learning around seat time instead of the demonstration of competencies.<br>5.4 &#21453;&#24605;&#25105;&#20204;&#25945;&#32946;&#20307;&#21046;&#30340;&#22522;&#26412;&#20551;&#35774;&#65292;&#21363;&#25233;&#21046;&#20351;&#29992;&#25216;&#26415;&#21435;&#25913;&#21892;&#23398;&#20064;&#65292;&#20174;&#25105;&#20204;&#24403;&#21069;&#30340;&#32452;&#32455;&#23398;&#29983;&#21644;&#25945;&#32946;&#32773;&#22260;&#32469;&#33021;&#21147;&#23637;&#31034;&#32780;&#38750;&#26495;&#20979;&#26102;&#38388;&#23637;&#24320;&#23398;&#20064;&#30340;&#34892;&#20026;&#24320;&#22987;&#12290;</div><br> 5.5 Design, implement, and evaluate technology-powered programs and interventions to ensure that students progress through our K-16 education system and emerge prepared for the workplace and citizenship.<br>5.5 &#35774;&#35745;&#12289;&#23454;&#26045;&#12289;&#35780;&#20215;&#25216;&#26415;&#39537;&#21160;&#21508;&#31181;&#39033;&#30446;&#21644;&#24178;&#39044;&#25514;&#26045;&#65292;&#30830;&#20445;&#23398;&#29983;&#33021;&#36208;&#23436;&#25105;&#20204;&#22522;&#30784;&#25945;&#32946;&#21644;&#39640;&#26657;&#25945;&#32946;&#20307;&#21046;&#65292;&#24182;&#34920;&#29616;&#20986;&#24050;&#32463;&#20026;&#24037;&#20316;&#21644;&#24403;&#22909;&#19968;&#21517;&#20844;&#27665;&#20570;&#22909;&#20934;&#22791;&#12290;<br><p></p><h2>A New Kind of R&amp;D for Education</h2><h2>&#29992;&#20110;&#25945;&#32946;&#30340;&#26032;&#22411;&#30740;&#21457;</h2> To design and implement more efficient and effective education system, this plan calls for an organization with the mission of serving the public good through research and development at the intersection of learning sciences, technology, and education (Pea &amp; Lazowska, 2003).<br>&#20026;&#20102;&#35774;&#35745;&#23454;&#26045;&#26356;&#39640;&#25928;&#26356;&#21487;&#34892;&#30340;&#25945;&#32946;&#20307;&#21046;&#65292;&#35813;&#35745;&#21010;&#35201;&#27714;&#26377;&#19968;&#38388;&#32452;&#32455;&#65292;&#20854;&#20219;&#21153;&#26159;&#36890;&#36807;&#22312;&#23398;&#20064;&#31185;&#23398;&#12289;&#25216;&#26415;&#21644;&#25945;&#32946;&#30340;&#20132;&#27719;&#22788;&#30740;&#31350;&#24320;&#21457;&#65292;&#32780;&#26381;&#21153;&#20110;&#20844;&#30410;&#20107;&#19994;&#65288;Pea &amp; Lazowska, 2003&#65289;&#12290;<br><div style="text-align:-webkit-auto"><br></div> The Higher Education Act (P.L. 110-315) passed in August 2008 authorizes establishment of the National Center for Research in Advanced Information and Digital Technologies (also called the Digital Promise). Housed in the Department of Education, the center is authorized as a 501(c)3 that would bring together contributions from the public and private sectors to support the R&amp;D needed to transform learning in America. The Digital Promise&rsquo;s intent of involving private sector technology companies in precompetitive R&amp;D with the center can be realized only if the federal government provides the funding that would demonstrate its own commitment to a major program of R&amp;D addressing the complex problems associated with redesigning our education system.<br>&#39640;&#31561;&#25945;&#32946;&#27861;&#65288;&#20844;&#27861;110-315&#65289;&#20110;&#20108;&#12295;&#12295;&#20843;&#24180;&#20843;&#26376;&#24471;&#21040;&#36890;&#36807;&#65292;&#25480;&#26435;&#24314;&#31435;&#39640;&#32423;&#20449;&#24687;&#19982;&#25968;&#30721;&#25216;&#26415;&#22269;&#23478;&#30740;&#31350;&#20013;&#24515;&#65288;&#20063;&#31216;&#25968;&#30721;&#25215;&#35834;&#65289;&#12290;&#35813;&#20013;&#24515;&#19979;&#36758;&#20110;&#25945;&#32946;&#37096;&#65292;&#34987;&#25480;&#26435;&#20026;501(c)3&#65292;&#27719;&#38598;&#26469;&#33258;&#20844;&#20849;&#21644;&#31169;&#20154;&#37096;&#38376;&#30340;&#25424;&#36192;&#65292;&#20197;&#25903;&#25345;&#20854;&#36716;&#21464;&#32654;&#22269;&#23398;&#20064;&#25152;&#38656;&#30340;&#30740;&#21457;&#12290;&#25968;&#30721;&#25215;&#35834;&#28041;&#21450;&#31169;&#33829;&#25216;&#26415;&#20844;&#21496;&#30340;&#24847;&#22270;&#65292;&#26159;&#22312;&#21482;&#26377;&#32852;&#37030;&#25919;&#24220;&#25552;&#20379;&#36164;&#21161;&#30340;&#21069;&#25552;&#19979;&#65292;&#21487;&#20197;&#23454;&#29616;&#20013;&#24515;&#24320;&#23637;&#31454;&#20105;&#21069;&#30340;&#30740;&#21457;&#65292;&#36825;&#23558;&#34920;&#26126;&#23427;&#33258;&#24049;&#25215;&#35834;&#30740;&#21457;&#30340;&#20027;&#35201;&#20316;&#29992;&#65292;&#26159;&#35299;&#20915;&#19982;&#37325;&#26032;&#35774;&#35745;&#25105;&#20204;&#25945;&#32946;&#20307;&#21046;&#30456;&#20851;&#30340;&#22797;&#26434;&#38382;&#39064;&#12290;<br><br> The Defense Advanced Research Projects Agency (DARPA) offers an example of how such a research agency can promote work that builds basic understanding and addresses practical problems. DARPA sponsors high-risk/high-gain research on behalf of Department of Defense agencies, but it is independently managed and staffed by individuals from both industry and academia who are experts in the relevant research areas. DARPA program officers are given considerable discretion, both in defining the research agenda and making decisions about the funding and structuring of research (Cooke-Deegan, 2007).<br>&#22269;&#38450;&#39640;&#32423;&#30740;&#31350;&#35745;&#21010;&#23616;&#65288;DARPA&#65289;&#25552;&#20379;&#20102;&#19968;&#20010;&#20363;&#23376;&#65292;&#23637;&#31034;&#30740;&#31350;&#26426;&#26500;&#22914;&#20309;&#20419;&#36827;&#24037;&#20316;&#65292;&#24314;&#31435;&#22522;&#26412;&#30340;&#35748;&#35782;&#65292;&#35299;&#20915;&#23454;&#38469;&#38382;&#39064;&#12290;DARPA&#20026;&#22269;&#38450;&#37096;&#26426;&#26500;&#22312;&#39640;&#39118;&#38505;&#39640;&#25910;&#30410;&#30740;&#31350;&#30340;&#21033;&#30410;&#20570;&#25285;&#20445;&#65292;&#20294;&#23427;&#26159;&#29420;&#31435;&#31649;&#29702;&#65292;&#30001;&#26469;&#33258;&#24037;&#19994;&#30028;&#21644;&#23398;&#26415;&#30028;&#30340;&#30456;&#20851;&#30740;&#31350;&#39046;&#22495;&#19987;&#23478;&#32452;&#25104;&#12290;&#26080;&#35770;&#26159;&#22312;&#30830;&#23450;&#30740;&#31350;&#30340;&#26085;&#31243;&#23433;&#25490;&#65292;&#36824;&#26159;&#20316;&#20986;&#36319;&#30740;&#31350;&#30340;&#36164;&#37329;&#19982;&#32467;&#26500;&#30456;&#20851;&#30340;&#20915;&#23450;&#26041;&#38754;&#65292;DARPA&#39033;&#30446;&#20154;&#21592;&#25317;&#26377;&#30456;&#24403;&#22823;&#30340;&#33258;&#30001;&#35009;&#37327;&#26435;&#12290;<br><br> In a similar manner, the National Center for Research in Advanced Information and Digital Technologies should identify key emerging trends and priorities and recruit and bring together the best minds and organizations to collaborate on high-risk/high-gain R&amp;D projects. It should aim for radical, orders-of-magnitude improvements by envisioning the impact of innovations and then working backward to identify the fundamental breakthroughs required to make them possible.<br>&#20197;&#21516;&#26679;&#30340;&#26041;&#24335;&#65292;&#39640;&#32423;&#20449;&#24687;&#19982;&#25968;&#30721;&#25216;&#26415;&#22269;&#23478;&#30740;&#31350;&#20013;&#24515;&#24212;&#35813;&#30830;&#23450;&#20851;&#38190;&#30340;&#26032;&#36235;&#21183;&#21644;&#20248;&#20808;&#20107;&#39033;&#65292;&#25307;&#21215;&#27719;&#38598;&#26368;&#20248;&#31168;&#30340;&#20154;&#25165;&#19982;&#26426;&#26500;&#65292;&#21512;&#20316;&#36827;&#34892;&#39640;&#39118;&#38505;&#39640;&#25910;&#30410;&#30340;&#30740;&#21457;&#39033;&#30446;&#12290;&#36890;&#36807;&#24819;&#20687;&#38761;&#26032;&#30340;&#24433;&#21709;&#65292;&#30446;&#26631;&#24212;&#24403;&#25918;&#22312;&#24443;&#24213;&#30340;&#12289;&#25968;&#37327;&#32423;&#30340;&#25913;&#36827;&#65292;&#28982;&#21518;&#24037;&#20316;&#26041;&#21521;&#20174;&#30830;&#23450;&#24517;&#38656;&#30340;&#26681;&#26412;&#31361;&#30772;&#65292;&#36716;&#21040;&#23454;&#29616;&#36825;&#20123;&#31361;&#30772;&#12290;<br><h2>Grand Challenge Problems</h2><h2>&#37325;&#22823;&#25361;&#25112;&#24615;&#38382;&#39064;</h2> This plan also urges the national research center to focus on grand challenge problems in education research and development. &ldquo;Grand challenge problems&rdquo; are important problems that require bringing together a community of scientists and researchers to work toward their solution.<br>&#35813;&#35745;&#21010;&#36824;&#21628;&#21505;&#22269;&#23478;&#30740;&#31350;&#20013;&#24515;&#20851;&#27880;&#25945;&#32946;&#30740;&#31350;&#21644;&#21457;&#23637;&#20013;&#30340;&#37325;&#22823;&#25361;&#25112;&#24615;&#38382;&#39064;&#12290;&ldquo;&#37325;&#22823;&#25361;&#25112;&#24615;&#38382;&#39064;&rdquo;&#26159;&#38656;&#35201;&#27719;&#38598;&#19968;&#32676;&#31185;&#23398;&#23478;&#21644;&#30740;&#31350;&#32773;&#65292;&#20849;&#21516;&#35299;&#20915;&#30340;&#37325;&#22823;&#38382;&#39064;&#12290;<br><br> The following grand challenge problems illustrate the kinds of ambitious R&amp;D efforts that should be coordinated at a national level. Notably, although each of these problems is a grand challenge in its own right, they all combine to form the ultimate grand challenge problem in education: establishing an integrated end-to-end real-time system for managing learning outcomes and costs across our entire education system at all levels.<br>&#20197;&#19979;&#37325;&#22823;&#25361;&#25112;&#24615;&#38382;&#39064;&#65292;&#34920;&#26126;&#20102;&#36825;&#31867;&#38596;&#24515;&#21187;&#21187;&#30340;&#30740;&#21457;&#21162;&#21147;&#65292;&#24212;&#35813;&#24471;&#21040;&#22269;&#23478;&#19968;&#32423;&#30340;&#21327;&#35843;&#12290;&#20540;&#24471;&#27880;&#24847;&#30340;&#26159;&#65292;&#23613;&#31649;&#36825;&#20123;&#38382;&#39064;&#27599;&#19968;&#39033;&#20973;&#19968;&#24049;&#20043;&#21147;&#37117;&#31639;&#24471;&#19978;&#37325;&#22823;&#25361;&#25112;&#24615;&#38382;&#39064;&#65292;&#20294;&#26159;&#23427;&#20204;&#32467;&#21512;&#36215;&#26469;&#65292;&#24418;&#25104;&#20102;&#25945;&#32946;&#20013;&#30340;&#36229;&#32423;&#37325;&#22823;&#25361;&#25112;&#24615;&#38382;&#39064;&#65306;&#20026;&#31649;&#29702;&#25105;&#20204;&#21508;&#32423;&#25945;&#32946;&#20307;&#21046;&#20013;&#30340;&#23398;&#20064;&#25104;&#26524;&#21644;&#25104;&#26412;&#65292;&#24314;&#31435;&#19968;&#22871;&#23436;&#25972;&#30340;&#31471;&#21040;&#31471;&#23454;&#26102;&#31995;&#32479;&#12290;<br><br> 1.0: Design and validate an integrated system that provides real-time access to learning experiences tuned to the levels of difficulty and assistance that optimizes learning for all learners and that incorporates self-improving features that enable it to become increasingly effective through interaction with learners.<br>1.0&#65306;&#35774;&#35745;&#24182;&#39564;&#35777;&#19968;&#22871;&#38598;&#25104;&#31995;&#32479;&#65292;&#21487;&#20197;&#25552;&#20379;&#23454;&#26102;&#35775;&#38382;&#23398;&#20064;&#20307;&#39564;&#65292;&#35843;&#25972;&#38590;&#24230;&#21644;&#25588;&#21161;&#27700;&#24179;&#65292;&#20174;&#32780;&#20026;&#25152;&#26377;&#23398;&#20064;&#32773;&#20248;&#21270;&#23398;&#20064;&#65292;&#24182;&#21253;&#21547;&#33258;&#25105;&#25552;&#39640;&#30340;&#21151;&#33021;&#65292;&#36825;&#21487;&#20197;&#35753;&#23427;&#36890;&#36807;&#19982;&#23398;&#20064;&#32773;&#30340;&#20114;&#21160;&#21464;&#24471;&#36234;&#26469;&#36234;&#26377;&#25928;&#29575;&#12290;<div><br> 2.0: Design and validate an integrated system for designing and implementing valid, reliable, and cost-effective assessments of complex aspects of 21st century expertise and competencies across academic disciplines.<br>2.0&#65306;&#35774;&#35745;&#24182;&#39564;&#35777;&#19968;&#22871;&#38598;&#25104;&#31995;&#32479;&#65292;&#20026;&#35774;&#35745;&#24182;&#23454;&#26045;&#26377;&#25928;&#30340;&#12289;&#21487;&#38752;&#30340;&#12289;&#21010;&#31639;&#30340;&#35780;&#20272;&#22797;&#26434;&#30340;&#20108;&#21313;&#19968;&#19990;&#32426;&#19987;&#19994;&#30693;&#35782;&#21644;&#36328;&#23398;&#31185;&#33021;&#21147;&#30340;&#26041;&#26041;&#38754;&#38754;&#12290;</div><div><br> 3.0: Design and validate an integrated approach for capturing, aggregating, mining, and sharing content, student learning, and financial data cost-effectively for multiple purposes across many learning platforms and data systems in near real time.<br>3.0&#65306;&#35774;&#35745;&#24182;&#39564;&#35777;&#19968;&#22871;&#38598;&#25104;&#26041;&#27861;&#65292;&#29992;&#20110;&#22312;&#35768;&#22810;&#23398;&#20064;&#24179;&#21488;&#21644;&#25968;&#25454;&#31995;&#32479;&#19978;&#20986;&#20110;&#22810;&#31181;&#30446;&#30340;&#65292;&#21435;&#25509;&#36817;&#23454;&#26102;&#30340;&#25429;&#25417;&#12289;&#27719;&#38598;&#12289;&#25366;&#25496;&#12289;&#20998;&#20139;&#20869;&#23481;&#12289;&#23398;&#29983;&#23398;&#20064;&#21644;&#36130;&#21153;&#25968;&#25454;&#25104;&#26412;&#26680;&#31639;&#12290;</div><div><br> 4.0: Identify and validate design principles for efficient and effective online learning systems and combined online and offline learning systems that produce content expertise and competencies equal to or better than those produced by the best conventional instruction in half the time at half the cost.<br>4.0&#65306;&#20026;&#26377;&#25928;&#30340;&#22312;&#32447;&#23398;&#20064;&#31995;&#32479;&#30830;&#23450;&#24182;&#39564;&#35777;&#35774;&#35745;&#21407;&#21017;&#65292;&#32467;&#21512;&#22312;&#32447;&#21644;&#31163;&#32447;&#23398;&#20064;&#31995;&#32479;&#65292;&#20135;&#29983;&#30340;&#19987;&#19994;&#30693;&#35782;&#21644;&#33021;&#21147;&#31561;&#20110;&#25110;&#22909;&#20110;&#37027;&#20123;&#20256;&#32479;&#25945;&#23398;&#26041;&#24335;&#25152;&#20135;&#29983;&#30340;&#65292;&#32780;&#19988;&#21482;&#29992;&#20102;&#19968;&#21322;&#30340;&#26102;&#38388;&#21644;&#19968;&#33324;&#30340;&#36153;&#29992;&#12290;</div><br> www.ed.gov/technology<br><br> Transforming American Education:&nbsp; Learning Powered by Technology&nbsp; - Executive Summary<br><p></p><p></p><p></p>&#36716;&#21464;&#32654;&#22269;&#25945;&#32946;&#65306;&#25216;&#26415;&#22686;&#24378;&#23398;&#20064;&mdash;&mdash;&#25191;&#34892;&#25688;&#35201;<br><br>Orcahttp://www.blogger.com/profile/03415884987803612593noreply@blogger.com0tag:blogger.com,1999:blog-9033329630711909277.post-31143007885045147132010-09-19T22:42:00.003+08:002010-09-21T22:36:00.846+08:00翻译《教师今年需要尝试的十一种技术》<h1>11 Techy Things for Teachers to Try This Year</h1><h1>&#25945;&#24072;&#20170;&#24180;&#38656;&#35201;&#23581;&#35797;&#30340;&#21313;&#19968;&#31181;&#25216;&#26415;</h1><p>The new school year is here for many teachers. For those who haven&#39;t started school yet, the new school year will be here soon. If you&#39;ve set the goal of trying something new in your classroom this year (shouldn&#39;t that always be one of our goals), here are eleven techy things teachers should try this year.<br></p><p>&#23545;&#20110;&#35768;&#22810;&#25945;&#24072;&#32780;&#35328;&#65292;&#26032;&#23398;&#24180;&#21040;&#20102;&#12290;&#21363;&#20415;&#23578;&#26410;&#24320;&#23398;&#65292;&#20063;&#37117;&#24555;&#20102;&#12290;&#22914;&#26524;&#20320;&#20170;&#24180;&#36824;&#27809;&#25171;&#31639;&#22312;&#25945;&#23460;&#23581;&#35797;&#26032;&#25216;&#26415;&#65288;&#36825;&#31181;&#25171;&#31639;&#24182;&#19981;&#24635;&#26159;&#26377;&#30340;&#65289;&#65292;&#36825;&#37324;&#26377;&#21313;&#19968;&#31181;&#26032;&#25216;&#26415;&#65292;&#20170;&#24180;&#32769;&#24072;&#20204;&#21487;&#20197;&#23581;&#35797;&#19968;&#20108;&#12290;</p><h3>1. Build a Blog or Build a Better Blog</h3><h3>1. &#24314;&#31435;&#25110;&#32773;&#25913;&#36827;&#32593;&#24535;</h3><p><img src="https://lh6.googleusercontent.com/uQwWU4URoP8jY38LG_7Pzjf7QD2XrmiZUIdrZN7CFl49pDP8BmARv44K4jW0BXMsKIzn1Yep_WxVBVji-R1a8AioUEozMNm2zasPcX3mSiGq2ATBMg" style="float:left;height:108px;margin-left:0px;margin-right:1em;width:243px">Blogs can serve many purposes for teachers. You can use a blog to communicate information to parents and students. You can use a blog to create a running journal of classroom activities and lessons throughout the year. Blogs can be used by students to record and reflect on their own learning. Make your students contributing authors on a class blog and have them write a weekly reflection on their own learning.</p><p>&#32593;&#24535;&#21487;&#20197;&#23454;&#29616;&#25945;&#24072;&#35832;&#22810;&#30446;&#26631;&#12290;&#20320;&#21487;&#20197;&#21033;&#29992;&#32593;&#24535;&#21521;&#23478;&#38271;&#21644;&#23398;&#29983;&#20256;&#36798;&#20449;&#24687;&#12290;&#20320;&#21487;&#20197;&#21033;&#29992;&#32593;&#24535;&#21019;&#24314;&#19968;&#20221;&#26434;&#24535;&#65292;&#35760;&#24405;&#19968;&#25972;&#24180;&#30340;&#35838;&#22530;&#27963;&#21160;&#21644;&#35838;&#31243;&#12290;&#23398;&#29983;&#21487;&#20197;&#21019;&#24314;&#32593;&#24535;&#65292;&#35760;&#24405;&#24182;&#21453;&#24605;&#20182;&#20204;&#33258;&#24049;&#30340;&#23398;&#20064;&#12290;&#35753;&#20320;&#30340;&#23398;&#29983;&#22312;&#29677;&#32423;&#32593;&#24535;&#19978;&#21457;&#34920;&#25991;&#31456;&#65292;&#35201;&#27714;&#20182;&#20204;&#25776;&#20889;&#27599;&#21608;&#23398;&#20064;&#21453;&#24605;&#12290;<br><br> Three good platforms for classroom blogging are <a class="vt-p" href="http://blogger.com/">Blogger</a>, <a class="vt-p" href="http://edublogs.org/">Edublogs</a>, and <a class="vt-p" href="http://kidblog.org/">Kid Blog</a>. All three of those platforms are very easy to start as they don&#39;t require any technical knowledge on your part. All three of those platforms allow you to control your blog&#39;s visibility settings. Get directions for creating Blogger and Edublogs blogs <a class="vt-p" href="http://www.freetech4teachers.com/2009/08/how-to-week-day-2-setting-up-blog.html">here</a>. (Disclosure: Edublogs is an advertiser on <a class="vt-p" href="http://freetech4teachers.com/">Free Technology for Teachers</a>.)<br>&#26377;&#19977;&#20010;&#19981;&#38169;&#30340;&#32593;&#24535;&#24179;&#21488;&#65292;&#24456;&#36866;&#21512;&#35838;&#22530;&#65306;Blogger&#12289;Edublogs&#12289;kid Blog&#12290;&#36825;&#19977;&#20010;&#24179;&#21488;&#37117;&#38750;&#24120;&#26131;&#20110;&#24320;&#22987;&#24037;&#20316;&#65292;&#19981;&#38656;&#35201;&#20320;&#26377;&#20219;&#20309;&#25216;&#26415;&#30693;&#35782;&#12290;&#36825;&#19977;&#20010;&#24179;&#21488;&#20801;&#35768;&#20320;&#25511;&#21046;&#20320;&#32593;&#24535;&#26159;&#21542;&#23545;&#22806;&#21457;&#24067;&#12290;&#36825;&#37324;&#26377;&#22914;&#20309;&#21019;&#24314;Blogger&#21644;Edublogs&#32593;&#24535;&#30340;&#25351;&#21335;&#65288;&#29190;&#26009;&#65306;Edublogs&#22312;&#36825;&#37324;&#30331;&#24471;&#26377;&#24191;&#21578;&#65289;&#12290;</p><h3>2. Build a Wiki With Your Students</h3><h3>2. &#21644;&#23398;&#29983;&#19968;&#36215;&#21019;&#24314;&#32500;&#22522;</h3><p><img src="https://lh3.googleusercontent.com/glVZpLhuvaADqaSbz7rFUSy4UkYWmnk9y7dL1jgXW0VCE6zSkmkVFzRo37Zh8gfgRLWt5lWMVxrpsnVcG0bZEbIPFfNevv6Uk807x4BvSxXKrptybA" style="float:left;height:75px;margin-left:0px;margin-right:1em;width:224px">Building pages on a wiki is a great way for students to record and share knowledge about topics they&#39;ve researched. Last year one of my classes created a wiki about 1920&#39;s culture in the United States. When everyone was done contributing one of my students made the observation that the wiki had more information than the textbook, he was right.<br>&#24314;&#31435;&#19968;&#20221;&#32500;&#22522;&#39029;&#38754;&#65292;&#26159;&#35753;&#23398;&#29983;&#35760;&#24405;&#12289;&#20998;&#20139;&#20182;&#20204;&#25152;&#30740;&#31350;&#30340;&#35838;&#39064;&#30456;&#20851;&#30693;&#35782;&#30340;&#32477;&#20339;&#36884;&#24452;&#12290;&#21435;&#24180;&#25105;&#30340;&#19968;&#20010;&#29677;&#32423;&#21019;&#24314;&#20102;&#19968;&#20221;&#20851;&#20110;&#20108;&#21313;&#19990;&#32426;&#20108;&#21313;&#24180;&#20195;&#32654;&#22269;&#25991;&#21270;&#30340;&#32500;&#22522;&#12290;&#22312;&#29677;&#19978;&#27599;&#20010;&#20154;&#37117;&#20570;&#20986;&#36129;&#29486;&#20043;&#21518;&#65292;&#25105;&#20204;&#23601;&#21487;&#20197;&#30475;&#21040;&#36825;&#20221;&#32500;&#22522;&#30340;&#20449;&#24687;&#24050;&#32463;&#27604;&#35838;&#26412;&#36824;&#35201;&#20016;&#23500;&#20102;&#65292;&#32780;&#19988;&#36824;&#26159;&#27491;&#30830;&#30340;&#12290;</p><p><br> Teachers and students can also use wikis to create digital portfolios. Students can create and edit their own pages to show-off the work they&#39;re most proud of.</p><p>&#25945;&#24072;&#23398;&#29983;&#21487;&#20197;&#21033;&#29992;&#32500;&#22522;&#21019;&#24314;&#25968;&#23383;&#21270;&#26723;&#26696;&#34955;&#12290;&#23398;&#29983;&#21487;&#20197;&#21019;&#24314;&#32534;&#36753;&#20182;&#20204;&#33258;&#24049;&#30340;&#39029;&#38754;&#65292;&#20197;&#28843;&#32768;&#20182;&#20204;&#26368;&#20540;&#24471;&#39556;&#20658;&#30340;&#24037;&#20316;&#12290;<br><br><a class="vt-p" href="http://wikispaces.com/">Wikispaces</a>, <a class="vt-p" href="http://pbworks.com/">PB Works</a>, and <a class="vt-p" href="http://wetpaint.com/">Wet Paint</a> provide free wiki hosting. I prefer Wikispaces because they provide free advertising-free wiki hosting to teachers. Learn how to use Wikispaces <a class="vt-p" href="http://www.freetech4teachers.com/2009/08/how-to-week-day-1-using-wikispaces.html">here</a>.<br>Wikispaces&#12289;PB Works&#20197;&#21450;Wet Paint&#25552;&#20379;&#20813;&#36153;&#30340;&#32500;&#22522;&#34394;&#25311;&#20027;&#26426;&#12290;&#25105;&#26356;&#21916;&#27426;Wikispaces&#65292;&#22240;&#20026;&#20182;&#20204;&#20026;&#25945;&#24072;&#25552;&#20379;&#20813;&#36153;&#30340;&#26080;&#24191;&#21578;&#32500;&#22522;&#34394;&#25311;&#20027;&#26426;&#12290;&#22312;&#36825;&#37324;&#21487;&#20197;&#23398;&#20064;&#22914;&#20309;&#20351;&#29992;Wikispaces&#12290;</p><h3>3. Build a Website</h3><h3>3. &#24314;&#31435;&#19968;&#20010;&#32593;&#31449;</h3><p><img src="https://lh5.googleusercontent.com/IiyPDvtYyeg8Bc3D4-UCcKgZGsCg7AUmfW1YZtCQajYfUoReOyYslEage8bxS5kWTu_zmjH0ewUX3zPET3HlqwNzCtbPc8OvC-QCCeEd36EdSwUtUA" style="float:left;height:90px;margin-left:0px;margin-right:1em;width:210px">So a blog doesn&#39;t provide quite what you&#39;re looking for and a wiki doesn&#39;t either? Try building your own website. On your website you can include calendars of assignment due dates (try <a class="vt-p" href="http://calendar.google.com/">Google Calendar</a>), post reference videos and documents for students and parents, and even collect assignments.<br>&#32593;&#24535;&#21644;&#32500;&#22522;&#37117;&#19981;&#33021;&#23436;&#20840;&#28385;&#36275;&#20320;&#30340;&#38656;&#27714;&#65311;&#20320;&#21487;&#20197;&#23581;&#35797;&#21019;&#24314;&#20320;&#33258;&#24049;&#30340;&#32593;&#31449;&#12290;&#22312;&#20320;&#30340;&#32593;&#31449;&#37324;&#65292;&#20320;&#21487;&#20197;&#21253;&#21547;&#36880;&#26085;&#30340;&#21151;&#35838;&#26085;&#31243;&#34920;&#65288;&#21033;&#29992;Google&#26085;&#21382;&#65289;&#65292;&#20026;&#23398;&#29983;&#21450;&#23478;&#38271;&#24352;&#36148;&#21442;&#32771;&#35270;&#39057;&#21644;&#25991;&#26723;&#65292;&#29978;&#33267;&#21487;&#20197;&#25910;&#38598;&#20316;&#19994;&#12290;</p><p><br> Building a website used to be a difficult, technical process. That is not the case anymore. There are many free website creation and hosting services available on the web. <a class="vt-p" href="http://sites.google.com/">Google Sites</a> can be used to create a website containing blog and wiki elements. Learn how to use Google Sites in my publication <a class="vt-p" href="http://issuu.com/richardbyrne/docs/google_for_teachers_ii/1">Google for Teachers II</a>. Some other website creation and hosting services you might want to try are <a class="vt-p" href="http://weebly.com/">Weebly</a>, <a class="vt-p" href="http://webs.com/">Webs</a>, and <a class="vt-p" href="http://yola.com/">Yola</a>.<br>&#24314;&#31435;&#32593;&#31449;&#26366;&#32463;&#26159;&#19968;&#20010;&#24456;&#22256;&#38590;&#26377;&#25216;&#26415;&#30340;&#27963;&#12290;&#29616;&#22312;&#26102;&#20195;&#19981;&#21516;&#20102;&#12290;&#29616;&#22312;&#32593;&#19978;&#26377;&#24456;&#22810;&#20813;&#36153;&#30340;&#32593;&#31449;&#21019;&#24314;&#21450;&#34394;&#25311;&#20027;&#26426;&#26381;&#21153;&#21487;&#20379;&#20351;&#29992;&#12290;Google&#21327;&#20316;&#24179;&#21488;&#21487;&#20197;&#29992;&#26469;&#21019;&#24314;&#21253;&#21547;&#32593;&#24535;&#21644;&#21361;&#26426;&#30340;&#32593;&#31449;&#12290;&#21487;&#20197;&#22312;&#25105;&#21457;&#34920;&#30340;&#12298;Google&#33021;&#20026;&#25945;&#24072;&#20570;&#20160;&#20040;&#20043;&#20108;&#12299;&#20013;&#23398;&#20064;&#22914;&#20309;&#20351;&#29992;Google&#21327;&#20316;&#24179;&#21488;&#12290;&#20320;&#25110;&#35768;&#36824;&#24819;&#23581;&#35797;&#20854;&#20182;&#19968;&#20123;&#32593;&#31449;&#21019;&#24314;&#21450;&#34394;&#25311;&#20027;&#26426;&#26381;&#21153;&#65292;&#22914;Weebly&#12289;Webs&#12289;Yola&#12290;</p><h3>4. Create Videos Without Purchasing any Equipment</h3><h3>4. &#19981;&#38656;&#35201;&#36141;&#20080;&#20219;&#20309;&#35774;&#22791;&#23601;&#33021;&#21019;&#24314;&#35270;&#39057;</h3><p><img src="https://lh6.googleusercontent.com/XB07_5oWvFb8eh-TSdFl9tyIRY_isIVBJtZyt_bwNiP_yKZhsx51y3mUMYsOupurbl2NSEOpKuaw3W_tcpBcWQyDX59YzbKIObFhh4wpAhqo7FCPOw" style="float:left;height:66px;margin-left:0px;margin-right:1em;width:197px">Video is a powerful form of communication. It wasn&#39;t that long ago that classroom video projects required possession of expensive editing software and other equipment. That is no longer the case. Today, anyone with access to the web can make a high-quality video production. Two of my favorite web-based video creation services are <a class="vt-p" href="http://animoto.com/education">Animoto</a> and <a class="vt-p" href="http://jaycut.com/">JayCut</a>. Of the two <a class="vt-p" href="http://animoto.com/education">Animoto</a> is the easiest to use while <a class="vt-p" href="http://jaycut.com/">JayCut</a> offers the most editing options. Learn how to use <a class="vt-p" href="http://animoto.com/">Animoto</a> in my free publication <a class="vt-p" href="http://issuu.com/richardbyrne/docs/making-videos-on-the-web/1">Making Videos on the Web</a>.<br>&#35270;&#39057;&#26159;&#19968;&#31181;&#24378;&#22823;&#30340;&#36890;&#35759;&#24418;&#24335;&#12290;&#29616;&#22312;&#19981;&#20687;&#20197;&#21069;&#37027;&#26679;&#65292;&#25945;&#23460;&#35270;&#39057;&#25237;&#24433;&#20202;&#38656;&#35201;&#20351;&#29992;&#26114;&#36149;&#30340;&#32534;&#36753;&#36719;&#20214;&#21644;&#20854;&#20182;&#35774;&#22791;&#12290;&#29616;&#22312;&#24050;&#32463;&#19981;&#20877;&#26159;&#36825;&#26679;&#20102;&#12290;&#29616;&#22312;&#65292;&#20219;&#20309;&#33021;&#22815;&#19978;&#32593;&#30340;&#20154;&#37117;&#33021;&#24314;&#31435;&#39640;&#36136;&#37327;&#35270;&#39057;&#20316;&#21697;&#12290;&#25105;&#26368;&#21916;&#27426;&#30340;&#20004;&#20010;&#22522;&#20110;&#32593;&#39029;&#30340;&#35270;&#39057;&#21019;&#24314;&#26381;&#21153;&#26159;Animoto&#21644;JayCut&#12290;&#36825;&#20004;&#39033;&#24403;&#20013;&#65292;Animoto&#26368;&#23481;&#26131;&#20351;&#29992;&#65292;&#32780;jayCut&#25552;&#20379;&#20102;&#22823;&#37327;&#30340;&#32534;&#36753;&#36873;&#39033;&#12290;&#21487;&#20197;&#36890;&#36807;&#25105;&#21457;&#34920;&#30340;&#12298;&#22312;&#32593;&#19978;&#21046;&#20316;&#35270;&#39057;&#12299;&#23398;&#20064;&#22914;&#20309;&#20351;&#29992;Animoto&#12290;</p><h3>5. Create Maps to Tell a Story</h3><h3>5. &#21019;&#24314;&#22320;&#22270;&#35762;&#36848;&#25925;&#20107;</h3><p><img src="https://lh5.googleusercontent.com/jTdmPT5TLX9RhHu7q1ALmI8tfLtEn4kMnUja5Qo3LzOCJxRRV1fvxLOsXK1XLx_qoovwewkxM_7uOVLIhCSe-KGHFkz4yXhDqHspeffin3x-RoyoWg" style="float:left;height:58px;margin-left:0px;margin-right:1em;width:189px">Maps are obviously useful for Social Studies teachers, but did you know that you can also use multimedia maps to tell a story? <a class="vt-p" href="http://maps.google.com/">Google Maps</a> and <a class="vt-p" href="http://earth.google.com/">Google Earth</a> can both be used to create a multimedia story. Try having your students write the biography of a famous person by plotting points on a map and adding text, images, and videos about that person to each placemark. Visit Jerome Burg&#39;s <a class="vt-p" href="http://googlelittrips.org/">Google Lit Trips</a> to learn more about using Google Earth in a literature course. Visit Tom Barrett&#39;s <a class="vt-p" href="http://edte.ch/blog/maths-maps/">Maths Maps</a> to get ideas for using maps in mathematics lessons. Need some general directions for using Google Maps or Google Earth please consult my free publications <a class="vt-p" href="http://issuu.com/richardbyrne/docs/google-for-teachers/1">Google for Teachers</a> and <a class="vt-p" href="http://issuu.com/richardbyrne/docs/google_earth_across_the_curriculum/1">Google Earth Across the Curriculum</a>.<br>&#22320;&#22270;&#26174;&#28982;&#23545;&#31038;&#20250;&#23398;&#30740;&#31350;&#30340;&#25945;&#24072;&#26377;&#29992;&#65292;&#20294;&#26159;&#20320;&#26159;&#21542;&#30693;&#36947;&#20320;&#20063;&#21487;&#20197;&#20351;&#29992;&#22810;&#23186;&#20307;&#22320;&#22270;&#26469;&#35762;&#36848;&#25925;&#20107;&#65311;Google &#22320;&#22270;&#21644;Google &#22320;&#29699;&#37117;&#21487;&#20197;&#29992;&#26469;&#21019;&#24314;&#22810;&#23186;&#20307;&#25925;&#20107;&#12290;&#35797;&#30528;&#35753;&#20320;&#30340;&#23398;&#29983;&#25776;&#20889;&#21517;&#20154;&#20256;&#35760;&#65292;&#24182;&#22312;&#22320;&#22270;&#19978;&#20570;&#26631;&#35760;&#65292;&#22312;&#27599;&#20010;&#22320;&#26631;&#19978;&#28155;&#21152;&#19982;&#27492;&#21517;&#20154;&#26377;&#20851;&#30340;&#25991;&#23383;&#12289;&#22270;&#20687;&#21644;&#35270;&#39057;&#12290;&#35775;&#38382;&#34180;&#26480;&#33635;&#30340;&#12298;Google&#26446;&#29305;&#28216;&#35760;&#12299;&#65292;&#23398;&#20064;&#26356;&#22810;&#26377;&#20851;&#22914;&#20309;&#22312;&#25991;&#23398;&#35838;&#31243;&#20013;&#20351;&#29992;Google&#22320;&#29699;&#12290;&#22914;&#26524;&#38656;&#35201;&#26377;&#20851;&#20351;&#29992;Google&#22320;&#22270;&#21644;Google&#22320;&#29699;&#30340;&#19968;&#33324;&#24615;&#25351;&#23548;&#65292;&#35831;&#32763;&#38405;&#25105;&#30340;&#20813;&#36153;&#20986;&#29256;&#29289;&#12298;Google&#33021;&#20026;&#25945;&#24072;&#20570;&#20160;&#20040;&#12299;&#21644;&#12298;&#36328;&#35838;&#31243;&#20351;&#29992;Google&#22320;&#29699;&#12299;&#12290;</p><h3>6. Try Backchanneling in Your Classroom</h3><h3>6. &#23581;&#35797;&#22312;&#25945;&#23460;&#20013;&#24314;&#31435;&#23398;&#29983;&#31192;&#23494;&#28192;&#36947;</h3><p><img src="https://lh5.googleusercontent.com/VWh4_Ckaxx7Zo0nMLXfY_Qh2IRqhv8-ZeTh_kEnKAeN1txW8AUKBMiNHDUhGDNNKks41U8rqIOVIfedRRCdDIw5mEpnd5hPh78o6BDawCWWUimHoEA" style="float:left;height:67px;margin-left:0px;margin-right:1em;width:248px">As staffing cuts create larger class sizes, it is becoming more difficult for some teachers to hear every student&#39;s question and or comment. Some students are reluctant to verbally share their thoughts in the classroom. And some students just have to blurt-out every thought or question they have as soon as they have it. Creating a backchannel for your students can address all three of those problems.<br>&#30001;&#20110;&#35009;&#21592;&#65292;&#23548;&#33268;&#29677;&#39069;&#21464;&#22823;&#65292;&#23545;&#35768;&#22810;&#25945;&#24072;&#32780;&#35328;&#65292;&#21464;&#24471;&#26356;&#38590;&#20542;&#21548;&#27599;&#20301;&#23398;&#29983;&#30340;&#25552;&#38382;&#24182;&#20570;&#20986;&#35299;&#31572;&#12290;&#26377;&#20123;&#23398;&#29983;&#19981;&#24895;&#24847;&#22312;&#25945;&#23460;&#21457;&#35328;&#20998;&#20139;&#20182;&#20204;&#30340;&#24819;&#27861;&#12290;&#19968;&#20123;&#23398;&#29983;&#31649;&#19981;&#20303;&#22068;&#24052;&#65292;&#35828;&#20986;&#33258;&#24049;&#27599;&#20010;&#24819;&#27861;&#65292;&#21482;&#35201;&#19968;&#26377;&#38382;&#39064;&#23601;&#39532;&#19978;&#38382;&#20986;&#26469;&#12290;&#20026;&#20320;&#30340;&#23398;&#29983;&#24314;&#31435;&#19968;&#20010;&#31192;&#23494;&#28192;&#36947;&#65292;&#21487;&#20197;&#35299;&#20915;&#36825;&#19977;&#20010;&#38382;&#39064;&#12290;</p><p><br> A backchannel is another name for a chat room in which your students type their questions and comments whenever they have them. You can then address those questions and comments immediately, have students reply to each other, or address the questions when time permits. Learn more about the uses of backchannels in <a class="vt-p" href="http://reformsymposium.com/blog/2010/07/11/commencement-keynote-richard-byrne/">my presentation about using backchannels in the classroom</a>.<br>&#31192;&#23494;&#28192;&#36947;&#65292;&#20854;&#23454;&#26159;&#32842;&#22825;&#23460;&#30340;&#21478;&#19968;&#31181;&#21517;&#31216;&#65292;&#20320;&#30340;&#23398;&#29983;&#21482;&#35201;&#26377;&#38382;&#39064;&#21644;&#24847;&#35265;&#65292;&#37117;&#21487;&#20197;&#22312;&#36825;&#37324;&#36755;&#20837;&#12290;&#28982;&#21518;&#20320;&#23601;&#21487;&#20197;&#39532;&#19978;&#35299;&#20915;&#36825;&#20123;&#38382;&#39064;&#21644;&#24847;&#35265;&#12290;&#22914;&#26524;&#26102;&#38388;&#20801;&#35768;&#65292;&#20063;&#21487;&#20197;&#35753;&#23398;&#29983;&#24444;&#27492;&#22238;&#31572;&#65292;&#25110;&#32773;&#24444;&#27492;&#35299;&#20915;&#38382;&#39064;&#12290;&#22312;&#25105;&#30340;&#12298;&#22312;&#25945;&#23460;&#20013;&#20351;&#29992;&#31192;&#23494;&#28192;&#36947;&#12299;&#28436;&#31034;&#25991;&#31295;&#20013;&#23398;&#21040;&#26356;&#22810;&#26377;&#20851;&#20351;&#29992;&#31192;&#23494;&#28192;&#36947;&#30340;&#30693;&#35782;&#12290;</p><p><br></p><p> Here are some school-friendly services that can be used to host backchannels: <a class="vt-p" href="http://todaysmeet.com/">Today&#39;s Meet</a>, <a class="vt-p" href="http://www.chatzy.com/advanced.htm">Chatzy</a>, <a class="vt-p" href="http://www.edmodo.com/">Edmodo</a>, and <a class="vt-p" href="http://www.presently.com/">Present.ly</a>.<br>&#36825;&#37324;&#26377;&#19968;&#20123;&#26041;&#20415;&#23398;&#26657;&#30340;&#26381;&#21153;&#65292;&#21487;&#20197;&#29992;&#26469;&#25645;&#24314;&#31192;&#23494;&#28192;&#36947;&#65306;Today&#39;s Meet&#12289;Chatzy&#12289;Edmodo&#12289;Present.ly&#12290;</p><h3>7. Join a Social Network for Your Professional Development</h3><h3>7. &#20026;&#20102;&#19987;&#19994;&#21457;&#23637;&#21152;&#20837;&#31038;&#20250;&#21270;&#32593;&#32476;</h3><p><img src="https://lh3.googleusercontent.com/LC6YXjU2S-ZIL7Ng8cfD_FypG9kQ6uXhxLQ3vtSR5Zr6RwwbSRFXy6zsYswvB7F8E4cOxboH3f87MAJjySIRWN83akTyulYh-YEn9KJSWuS9IxJ1pQ" style="float:left;height:73px;margin-left:0px;margin-right:1em;width:236px">Social networks can be used for much more than just sharing pictures of your kids with you old high school friends. <a class="vt-p" href="http://twitter.com/rmbyrne">Twitter</a>, <a class="vt-p" href="http://classroom20.com/">Classroom 2.0</a>, and <a class="vt-p" href="http://edupln.ning.com/">The Educators PLN</a> are great places to connect with other teachers around the world. Use these connections to gather ideas for improving your lesson plans, share and find great web resources, and perhaps virtually connect your classroom to another classroom. Check out the <a class="vt-p" href="http://www.flatclassroomproject.org/">Flat Classroom Project</a> for ideas about connecting classrooms around the world. View my resources to <a class="vt-p" href="http://www.freetech4teachers.com/p/develop-pln.html">learn how to build your own personal learning network</a>.<br>&#31038;&#20250;&#21270;&#32593;&#32476;&#19981;&#20165;&#20165;&#29992;&#26469;&#19982;&#20320;&#39640;&#20013;&#26657;&#21451;&#20998;&#20139;&#20320;&#23478;&#23567;&#23401;&#30340;&#29031;&#29255;&#12290;Twitter&#12289;Classroom 2.0 &#21644;The Educators PLN&#38750;&#24120;&#36866;&#21512;&#19982;&#19990;&#30028;&#21508;&#22320;&#20854;&#20182;&#25945;&#24072;&#32852;&#31995;&#12290;&#36890;&#36807;&#36825;&#20123;&#32852;&#31995;&#21435;&#25910;&#38598;&#24605;&#36335;&#65292;&#25913;&#21892;&#35838;&#31243;&#35745;&#21010;&#65292;&#20998;&#20139;&#21457;&#29616;&#20248;&#31168;&#32593;&#32476;&#36164;&#28304;&#65292;&#25110;&#35768;&#36824;&#33021;&#35753;&#20320;&#30340;&#25945;&#23460;&#19982;&#20854;&#20182;&#25945;&#23460;&#34394;&#25311;&#36830;&#25509;&#22312;&#19968;&#36215;&#12290;&#26597;&#30475;&#12298;&#24179;&#22374;&#30340;&#25945;&#23460;&#35745;&#21010;&#12299;&#65292;&#20102;&#35299;&#26377;&#20851;&#36830;&#25509;&#19990;&#30028;&#21508;&#22320;&#25945;&#23460;&#30340;&#26500;&#24819;&#12290;&#26597;&#30475;&#25105;&#30340;&#36164;&#28304;&#65292;&#23398;&#20064;&#22914;&#20309;&#26500;&#24314;&#20320;&#33258;&#24049;&#30340;&#20010;&#20154;&#23398;&#20064;&#32593;&#32476;&#12290;</p><h3>8. Use an Online Service to Save Your Bookmarks</h3><h3>8. &#20351;&#29992;&#22312;&#32447;&#26381;&#21153;&#20445;&#23384;&#20320;&#30340;&#20070;&#31614;</h3><p><img src="https://lh5.googleusercontent.com/7g1SiK6ppatjQlUN7lz4Wy0oQu-75u79yWDo4BF4aaLZ1HLwHMRYtu_PWj5XMHxAOZ464EB1ECsTXZ0cJvtJyJcfHpLbxvk8uL8anR_UvEZ64LNDiw" style="float:left;height:81px;margin-left:0px;margin-right:1em;width:151px">Every spring just before school lets out for the summer and all of the school-issued computers are re-imaged, some of my colleagues come to me in a panic wondering how to save all of the websites they have bookmarked on their computers. This problem could be completely avoided if they would just try using an online social bookmarking service like <a class="vt-p" href="http://diigo.com/">Diigo</a>, <a class="vt-p" href="http://delicious.com/">Delicious</a>, or <a class="vt-p" href="http://bookmarks.google.com/">Google Bookmarks</a>.<br>&#27599;&#24180;&#26149;&#22825;&#25918;&#26257;&#20551;&#20043;&#21069;&#65292;&#23398;&#26657;&#25152;&#26377;&#35745;&#31639;&#26426;&#37117;&#34987;&#37325;&#26032;&#24314;&#31435;&#26144;&#20687;&#65292;&#25105;&#30340;&#19968;&#20123;&#21516;&#20107;&#24456;&#24908;&#24352;&#30340;&#25214;&#21040;&#25105;&#65292;&#24819;&#30693;&#36947;&#22914;&#20309;&#20445;&#23384;&#20182;&#20204;&#22312;&#35745;&#31639;&#26426;&#19978;&#20445;&#23384;&#30340;&#32593;&#31449;&#20070;&#31614;&#12290;&#22914;&#26524;&#20182;&#20204;&#20351;&#29992;&#22312;&#32447;&#31038;&#20250;&#21270;&#20070;&#31614;&#26381;&#21153;&#22914;Diigo&#12289;Delicious&#21644;Google Bookmarks&#30340;&#35805;&#65292;&#23436;&#20840;&#21487;&#20197;&#36991;&#20813;&#36825;&#20010;&#38382;&#39064;&#12290;</p><p><br> Using an online bookmarking service allows you to access all of your favorite websites from any Internet-connected computer anywhere. All three of these services offer browser add-ons that allow to save bookmarks just as easily as you would with the bookmarking features in Firefox or Internet Explorer. These services also allow you to share your bookmarks with others (your students for example) and to add comments to your bookmarks so you remember why you saved each one. Learn more about online bookmarking services in <a class="vt-p" href="http://commoncraft.com/bookmarking-plain-english">this video from Common Craft</a>. Learn how to use Google Bookmarks in my free publication <a class="vt-p" href="http://issuu.com/richardbyrne/docs/google_for_teachers_ii/1">Google for Teachers II</a>.<br>&#20351;&#29992;&#22312;&#32447;&#20070;&#31614;&#26381;&#21153;&#65292;&#20320;&#21487;&#20197;&#20174;&#20219;&#20309;&#36830;&#19978;&#20114;&#32852;&#32593;&#30340;&#35745;&#31639;&#26426;&#65292;&#35775;&#38382;&#20320;&#25910;&#34255;&#30340;&#25152;&#26377;&#32593;&#31449;&#12290;&#19978;&#38754;&#19977;&#31181;&#26381;&#21153;&#37117;&#25552;&#20379;&#26377;&#27983;&#35272;&#22120;&#25554;&#20214;&#65292;&#20351;&#24471;&#20445;&#23384;&#20070;&#31614;&#23601;&#20687;&#22312;&#27983;&#35272;&#22120;&#37324;&#38754;&#28155;&#21152;&#20070;&#31614;&#19968;&#26679;&#23481;&#26131;&#12290;&#36825;&#20123;&#26381;&#21153;&#36824;&#20801;&#35768;&#20320;&#19982;&#20854;&#20182;&#20154;&#65288;&#27604;&#22914;&#35828;&#20320;&#30340;&#23398;&#29983;&#65289;&#20998;&#20139;&#20070;&#31614;&#65292;&#20026;&#20320;&#30340;&#20070;&#31614;&#28155;&#21152;&#24847;&#35265;&#65292;&#20197;&#20415;&#20110;&#20320;&#35760;&#20303;&#20026;&#20160;&#20040;&#35201;&#20445;&#23384;&#36825;&#20010;&#32593;&#31449;&#12290;&#21487;&#20197;&#20174;&#36825;&#20010;&#26469;&#33258;Common Craft&#30340;&#35270;&#39057;&#20102;&#35299;&#26356;&#22810;&#22312;&#32447;&#20070;&#31614;&#26381;&#21153;&#30340;&#20449;&#24687;&#12290;&#20174;&#25105;&#30340;&#20813;&#36153;&#20316;&#21697;&#12298;Google&#33021;&#20026;&#25945;&#24072;&#20570;&#20160;&#20040;&#20043;&#20108;&#12299;&#23398;&#20064;&#22914;&#20309;&#20351;&#29992;Google &#20070;&#31614;&#12290;</p><h3>9. Get Your Students Searching More Than Just Google.com</h3><h3>9. &#35753;&#20320;&#30340;&#23398;&#29983;&#27604;Google.com&#25628;&#24471;&#26356;&#22810;</h3><p><br> Give students a research assignment and the first place that most of them will go to is Google.com. There&#39;s nothing inherently wrong with that, but if that&#39;s all your students do they&#39;re not likely to find the best possible information. One of the ways you can do this is by introducing your students to Google Wonder Wheel and Google Timeline. Both of those refinement tools are built into Google Search. You should also show your students how to use Google&#39;s advanced search options. If your students are searching for information that contains numerical data such as distance and time, introduce them to <a class="vt-p" href="http://www.wolframalpha.com/">Wolfram Alpha</a>. Learn more about Internet search strategies and tools in my free publication <a class="vt-p" href="http://issuu.com/richardbyrne/docs/beyond-google-/1">Beyond Google</a>. Learn how to build your own search engine in my free publication <a class="vt-p" href="http://issuu.com/richardbyrne/docs/google_for_teachers_ii/1">Google for Teachers II</a>.<br>&#32473;&#23398;&#29983;&#19968;&#20010;&#30740;&#31350;&#20219;&#21153;&#65292;&#20182;&#20204;&#32477;&#22823;&#22810;&#25968;&#39318;&#20808;&#20250;&#21435;Google&#25628;&#32034;&#12290;&#36825;&#20854;&#23454;&#27809;&#26377;&#20160;&#20040;&#19981;&#23545;&#65292;&#20294;&#26159;&#22914;&#26524;&#20320;&#25152;&#26377;&#23398;&#29983;&#37117;&#36825;&#26679;&#20570;&#65292;&#20182;&#20204;&#19981;&#22823;&#21487;&#33021;&#25214;&#21040;&#26368;&#22909;&#30340;&#20449;&#24687;&#12290;&#19968;&#20010;&#21150;&#27861;&#26159;&#24819;&#20320;&#30340;&#23398;&#29983;&#20171;&#32461;Google&#22855;&#36857;&#36718;&#21644;Google&#26102;&#38388;&#36724;&#12290;&#36825;&#20004;&#20010;&#31934;&#33268;&#24037;&#20855;&#37117;&#20869;&#32622;&#22312;Google&#25628;&#32034;&#24403;&#20013;&#12290;&#20320;&#20063;&#21487;&#20197;&#21521;&#20320;&#30340;&#23398;&#29983;&#23637;&#31034;&#22914;&#20309;&#20351;&#29992;Google&#39640;&#32423;&#25628;&#32034;&#36873;&#39033;&#12290;&#22914;&#26524;&#20320;&#30340;&#23398;&#29983;&#25628;&#32034;&#21253;&#21547;&#25968;&#20540;&#25968;&#25454;&#30340;&#20449;&#24687;&#65292;&#27604;&#22914;&#36317;&#31163;&#21644;&#26102;&#38388;&#65292;&#32473;&#20182;&#20204;&#20171;&#32461;Wolfram Alpha&#12290;&#21487;&#20197;&#20174;&#25105;&#30340;&#20813;&#36153;&#20316;&#21697;&#12298;&#36229;&#36234;Google&#12299;&#20013;&#23398;&#20064;&#26356;&#22810;&#26377;&#20851;&#20114;&#32852;&#32593;&#25628;&#32034;&#31574;&#30053;&#21644;&#24037;&#20855;&#30340;&#20449;&#24687;&#12290;&#20174;&#25105;&#30340;&#20813;&#36153;&#20316;&#21697;&#12298;Google&#33021;&#20026;&#25945;&#24072;&#20570;&#20160;&#20040;&#20043;&#20108;&#12299;&#23398;&#20064;&#22914;&#20309;&#21019;&#24314;&#20320;&#33258;&#24049;&#30340;&#25628;&#32034;&#24341;&#25806;&#12290;</p><h3>10. Have Your Students Create Podcasts</h3><h3>10. &#35201;&#27714;&#20320;&#30340;&#23398;&#29983;&#21019;&#24314;&#32593;&#25773;</h3><p><img src="https://lh6.googleusercontent.com/yeDuw-tRLRKBCCteJs4Y4aMnUiq03mBb9OT9N3OXT9v1mchtPLaWqbHYoXDWl6xovhD3wZ_23NogpvcN6LEMu6XaS9JiLFitgJErDLeFPh7hxDf04g" style="float:left;height:73px;margin-left:0px;margin-right:1em;width:171px">Creating podcasts is a great way for students to preserve oral histories or to hear themselves practicing a foreign language. Open source program <a class="vt-p" href="http://audacity.sourceforge.net/">Audacity</a> and Apple&#39;s Garage Band are excellent platforms for recording podcasts. You can also record podcasts without installing software by using <a class="vt-p" href="http://aviary.com/tools/audio-editor">Aviary&#39;s Myna</a> service or <a class="vt-p" href="http://drop.io/">Drop.io&#39;s</a> voicemail service. If you need a free place to host podcasts check out <a class="vt-p" href="http://podbean.com/">PodBean</a> or <a class="vt-p" href="http://www.blubrry.com/">Blubrry</a>.<br>&#21019;&#24314;&#32593;&#25773;&#26159;&#35753;&#23398;&#29983;&#20445;&#23384;&#21475;&#36848;&#21382;&#21490;&#12289;&#21548;&#33258;&#24049;&#32451;&#20064;&#22806;&#35821;&#30340;&#32477;&#20339;&#36884;&#24452;&#12290;&#24320;&#28304;&#31243;&#24207;Audacity&#21644;Apple&#30340;Garage Band&#37117;&#26159;&#24405;&#21046;&#32593;&#25773;&#30340;&#26497;&#22909;&#24179;&#21488;&#12290;&#20320;&#20063;&#21487;&#20197;&#19981;&#38656;&#35201;&#23433;&#35013;&#36719;&#20214;&#30452;&#25509;&#20351;&#29992;Aviary&#30340;Myna&#26381;&#21153;&#25110;&#32773;Drop.io&#30340;&#38899;&#39057;&#37038;&#20214;&#26381;&#21153;&#26469;&#24405;&#21046;&#32593;&#25773;&#12290;&#22914;&#26524;&#20320;&#38656;&#35201;&#20813;&#36153;&#31354;&#38388;&#25645;&#24314;&#32593;&#25773;&#65292;&#21487;&#20197;&#35797;&#35797;PodBean&#21644;Blubrry&#12290;</p><h3>11. Eliminate Inbox Overload</h3><h3>11. &#28040;&#38500;&#37038;&#31665;&#36229;&#36733;</h3><p><img src="https://lh6.googleusercontent.com/qOffDxzykM2GmUf1uAS-geBX75ENsjLza9FCXStkCxsByp9s90zVHH3SNv7j7NmwhN2cFsEKqBFuB8CXq5fktvj1Bgh0I5-SGy8Vd0W37zplQCLO6A" style="float:left;height:60px;margin-left:0px;margin-right:1em;width:202px">Get all of your students using <a class="vt-p" href="http://docs.google.com/">Google Docs</a> or <a class="vt-p" href="http://writer.zoho.com/">Zoho Writer</a> this year to eliminate the need for them to send you document attachments. Simply have them share their documents with you. You can edit their documents and grade their documents without having to open attachments. Using Google Docs or Zoho Writer will eliminate issues associated with students sending attachments that you cannot open. Getting your students to use either of these services will free up a lot of storage space in your email inbox.<br>&#20170;&#24180;&#35753;&#20320;&#25152;&#26377;&#23398;&#29983;&#37117;&#20351;&#29992;Google&#25991;&#26723;&#25110;&#32773;Zoho Writer&#65292;&#23601;&#19981;&#20877;&#38656;&#35201;&#20182;&#20204;&#21457;&#36865;&#25991;&#26723;&#38468;&#20214;&#32473;&#20320;&#12290;&#35753;&#20182;&#20204;&#31616;&#21333;&#30340;&#20849;&#20139;&#25991;&#26723;&#32473;&#20320;&#21363;&#21487;&#12290;&#20320;&#19981;&#38656;&#35201;&#25171;&#24320;&#38468;&#20214;&#23601;&#21487;&#20197;&#32534;&#36753;&#20182;&#20204;&#30340;&#25991;&#26723;&#65292;&#32473;&#20182;&#20204;&#30340;&#25991;&#26723;&#35780;&#20998;&#12290;&#20351;&#29992;Google&#25991;&#26723;&#25110;&#32773;Zoho Writer&#65292;&#21487;&#20197;&#28040;&#38500;&#23398;&#29983;&#21457;&#36865;&#30340;&#38468;&#20214;&#20320;&#26080;&#27861;&#25171;&#24320;&#36825;&#31181;&#38382;&#39064;&#12290;&#35753;&#20320;&#30340;&#23398;&#29983;&#20351;&#29992;&#36825;&#20004;&#31181;&#26381;&#21153;&#65292;&#20250;&#35753;&#20320;&#30340;&#37038;&#31665;&#37322;&#25918;&#22823;&#37327;&#23384;&#20648;&#31354;&#38388;&#12290;</p><p><br> Stay tuned later this week for a free PDF guide on how to use the tools mentioned above.<br>&#25964;&#35831;&#20851;&#27880;&#26412;&#21608;&#26202;&#20123;&#26102;&#20505;&#65292;&#23558;&#20250;&#25918;&#20986;PDF&#29256;&#26412;&#20813;&#36153;&#25351;&#21335;&#65292;&#35762;&#36848;&#22914;&#20309;&#20351;&#29992;&#19978;&#36848;&#36825;&#20123;&#24037;&#20855;&#12290;</p><p><br> If this is your first time visiting <a class="vt-p" href="http://freetech4teachers.com/">Free Technology for Teachers</a> please consider <a class="vt-p" href="http://feeds.feedburner.com/freetech4teachers/cGEY">subscribing</a>.<br> POSTED BY MR. BYRNE AT <a class="vt-p" href="http://www.freetech4teachers.com/2010/08/11-techy-things-for-teachers-to-try.html">1:22 PM</a><br>&#22914;&#26524;&#36825;&#26159;&#20320;&#31532;&#19968;&#27425;&#35775;&#38382;Free Technology for Teachers&#65292;&#35831;&#32771;&#34385;&#35746;&#38405;&#12290;</p><p>&#20271;&#24681;&#32769;&#24072;&#21457;&#24067;&#20110;&#19979;&#21320;&#19968;&#28857;&#20108;&#21313;&#20108;&#20998;&#12290;</p><p><br><a class="vt-p" href="http://www.freetech4teachers.com/2010/08/11-techy-things-for-teachers-to-try.html">http://www.freetech4teachers.com/2010/08/11-techy-things-for-teachers-to-try.html</a><br></p><br>Orcahttp://www.blogger.com/profile/03415884987803612593noreply@blogger.com0tag:blogger.com,1999:blog-9033329630711909277.post-90362475518398305802010-09-19T22:42:00.001+08:002010-09-19T22:42:33.169+08:00翻译《教师今年需要尝试的十一种技术》<h1>11 Techy Things for Teachers to Try This Year</h1><h1>&#25945;&#24072;&#20170;&#24180;&#38656;&#35201;&#23581;&#35797;&#30340;&#21313;&#19968;&#31181;&#25216;&#26415;</h1><p>The new school year is here for many teachers. For those who haven&#39;t started school yet, the new school year will be here soon. If you&#39;ve set the goal of trying something new in your classroom this year (shouldn&#39;t that always be one of our goals), here are eleven techy things teachers should try this year.<br></p><p>&#23545;&#20110;&#35768;&#22810;&#25945;&#24072;&#32780;&#35328;&#65292;&#26032;&#23398;&#24180;&#21040;&#20102;&#12290;&#21363;&#20415;&#23578;&#26410;&#24320;&#23398;&#65292;&#20063;&#37117;&#24555;&#20102;&#12290;&#22914;&#26524;&#20320;&#20170;&#24180;&#36824;&#27809;&#25171;&#31639;&#22312;&#25945;&#23460;&#23581;&#35797;&#26032;&#25216;&#26415;&#65288;&#36825;&#31181;&#25171;&#31639;&#24182;&#19981;&#24635;&#26159;&#26377;&#30340;&#65289;&#65292;&#36825;&#37324;&#26377;&#21313;&#19968;&#31181;&#26032;&#25216;&#26415;&#65292;&#20170;&#24180;&#32769;&#24072;&#20204;&#21487;&#20197;&#23581;&#35797;&#19968;&#20108;&#12290;</p><h3>1. Build a Blog or Build a Better Blog</h3><h3>1. &#24314;&#31435;&#25110;&#32773;&#25913;&#36827;&#32593;&#24535;</h3><p><img src="https://lh6.googleusercontent.com/uQwWU4URoP8jY38LG_7Pzjf7QD2XrmiZUIdrZN7CFl49pDP8BmARv44K4jW0BXMsKIzn1Yep_WxVBVji-R1a8AioUEozMNm2zasPcX3mSiGq2ATBMg" style="float:left;height:108px;margin-left:0px;margin-right:1em;width:243px">Blogs can serve many purposes for teachers. You can use a blog to communicate information to parents and students. You can use a blog to create a running journal of classroom activities and lessons throughout the year. Blogs can be used by students to record and reflect on their own learning. Make your students contributing authors on a class blog and have them write a weekly reflection on their own learning.</p><p>&#32593;&#24535;&#21487;&#20197;&#23454;&#29616;&#25945;&#24072;&#35832;&#22810;&#30446;&#26631;&#12290;&#20320;&#21487;&#20197;&#21033;&#29992;&#32593;&#24535;&#21521;&#23478;&#38271;&#21644;&#23398;&#29983;&#20256;&#36798;&#20449;&#24687;&#12290;&#20320;&#21487;&#20197;&#21033;&#29992;&#32593;&#24535;&#21019;&#24314;&#19968;&#20221;&#26434;&#24535;&#65292;&#35760;&#24405;&#19968;&#25972;&#24180;&#30340;&#35838;&#22530;&#27963;&#21160;&#21644;&#35838;&#31243;&#12290;&#23398;&#29983;&#21487;&#20197;&#21019;&#24314;&#32593;&#24535;&#65292;&#35760;&#24405;&#24182;&#21453;&#24605;&#20182;&#20204;&#33258;&#24049;&#30340;&#23398;&#20064;&#12290;&#35753;&#20320;&#30340;&#23398;&#29983;&#22312;&#29677;&#32423;&#32593;&#24535;&#19978;&#21457;&#34920;&#25991;&#31456;&#65292;&#35201;&#27714;&#20182;&#20204;&#25776;&#20889;&#27599;&#21608;&#23398;&#20064;&#21453;&#24605;&#12290;<br><br> Three good platforms for classroom blogging are <a href="http://blogger.com/">Blogger</a>, <a href="http://edublogs.org/">Edublogs</a>, and <a href="http://kidblog.org/">Kid Blog</a>. All three of those platforms are very easy to start as they don&#39;t require any technical knowledge on your part. All three of those platforms allow you to control your blog&#39;s visibility settings. Get directions for creating Blogger and Edublogs blogs <a href="http://www.freetech4teachers.com/2009/08/how-to-week-day-2-setting-up-blog.html">here</a>. (Disclosure: Edublogs is an advertiser on <a href="http://freetech4teachers.com/">Free Technology for Teachers</a>.)<br>&#26377;&#19977;&#20010;&#19981;&#38169;&#30340;&#32593;&#24535;&#24179;&#21488;&#65292;&#24456;&#36866;&#21512;&#35838;&#22530;&#65306;Blogger&#12289;Edublogs&#12289;kid Blog&#12290;&#36825;&#19977;&#20010;&#24179;&#21488;&#37117;&#38750;&#24120;&#26131;&#20110;&#24320;&#22987;&#24037;&#20316;&#65292;&#19981;&#38656;&#35201;&#20320;&#26377;&#20219;&#20309;&#25216;&#26415;&#30693;&#35782;&#12290;&#36825;&#19977;&#20010;&#24179;&#21488;&#20801;&#35768;&#20320;&#25511;&#21046;&#20320;&#32593;&#24535;&#26159;&#21542;&#23545;&#22806;&#21457;&#24067;&#12290;&#36825;&#37324;&#26377;&#22914;&#20309;&#21019;&#24314;Blogger&#21644;Edublogs&#32593;&#24535;&#30340;&#25351;&#21335;&#65288;&#29190;&#26009;&#65306;Edublogs&#22312;&#36825;&#37324;&#30331;&#24471;&#26377;&#24191;&#21578;&#65289;&#12290;</p><h3>2. Build a Wiki With Your Students</h3><h3>2. &#21644;&#23398;&#29983;&#19968;&#36215;&#21019;&#24314;&#32500;&#22522;</h3><p><img src="https://lh3.googleusercontent.com/glVZpLhuvaADqaSbz7rFUSy4UkYWmnk9y7dL1jgXW0VCE6zSkmkVFzRo37Zh8gfgRLWt5lWMVxrpsnVcG0bZEbIPFfNevv6Uk807x4BvSxXKrptybA" style="float:left;height:75px;margin-left:0px;margin-right:1em;width:224px">Building pages on a wiki is a great way for students to record and share knowledge about topics they&#39;ve researched. Last year one of my classes created a wiki about 1920&#39;s culture in the United States. When everyone was done contributing one of my students made the observation that the wiki had more information than the textbook, he was right.<br>&#24314;&#31435;&#19968;&#20221;&#32500;&#22522;&#39029;&#38754;&#65292;&#26159;&#35753;&#23398;&#29983;&#35760;&#24405;&#12289;&#20998;&#20139;&#20182;&#20204;&#25152;&#30740;&#31350;&#30340;&#35838;&#39064;&#30456;&#20851;&#30693;&#35782;&#30340;&#32477;&#20339;&#36884;&#24452;&#12290;&#21435;&#24180;&#25105;&#30340;&#19968;&#20010;&#29677;&#32423;&#21019;&#24314;&#20102;&#19968;&#20221;&#20851;&#20110;&#20108;&#21313;&#19990;&#32426;&#20108;&#21313;&#24180;&#20195;&#32654;&#22269;&#25991;&#21270;&#30340;&#32500;&#22522;&#12290;&#22312;&#29677;&#19978;&#27599;&#20010;&#20154;&#37117;&#20570;&#20986;&#36129;&#29486;&#20043;&#21518;&#65292;&#25105;&#20204;&#23601;&#21487;&#20197;&#30475;&#21040;&#36825;&#20221;&#32500;&#22522;&#30340;&#20449;&#24687;&#24050;&#32463;&#27604;&#35838;&#26412;&#36824;&#35201;&#20016;&#23500;&#20102;&#65292;&#32780;&#19988;&#36824;&#26159;&#27491;&#30830;&#30340;&#12290;</p><p><br> Teachers and students can also use wikis to create digital portfolios. Students can create and edit their own pages to show-off the work they&#39;re most proud of.<br><br><a href="http://wikispaces.com/">Wikispaces</a>, <a href="http://pbworks.com/">PB Works</a>, and <a href="http://wetpaint.com/">Wet Paint</a> provide free wiki hosting. I prefer Wikispaces because they provide free advertising-free wiki hosting to teachers. Learn how to use Wikispaces <a href="http://www.freetech4teachers.com/2009/08/how-to-week-day-1-using-wikispaces.html">here</a>.<br><br></p><h3>3. Build a Website</h3><p><img src="https://lh5.googleusercontent.com/IiyPDvtYyeg8Bc3D4-UCcKgZGsCg7AUmfW1YZtCQajYfUoReOyYslEage8bxS5kWTu_zmjH0ewUX3zPET3HlqwNzCtbPc8OvC-QCCeEd36EdSwUtUA" style="float:left;height:90px;margin-left:0px;margin-right:1em;width:210px">So a blog doesn&#39;t provide quite what you&#39;re looking for and a wiki doesn&#39;t either? Try building your own website. On your website you can include calendars of assignment due dates (try <a href="http://calendar.google.com/">Google Calendar</a>), post reference videos and documents for students and parents, and even collect assignments.<br><br> Building a website used to be a difficult, technical process. That is not the case anymore. There are many free website creation and hosting services available on the web. <a href="http://sites.google.com/">Google Sites</a> can be used to create a website containing blog and wiki elements. Learn how to use Google Sites in my publication <a href="http://issuu.com/richardbyrne/docs/google_for_teachers_ii/1">Google for Teachers II</a>. Some other website creation and hosting services you might want to try are <a href="http://weebly.com/">Weebly</a>, <a href="http://webs.com/">Webs</a>, and <a href="http://yola.com/">Yola</a>.<br><br></p><h3>4. Create Videos Without Purchasing any Equipment</h3><p><img src="https://lh6.googleusercontent.com/XB07_5oWvFb8eh-TSdFl9tyIRY_isIVBJtZyt_bwNiP_yKZhsx51y3mUMYsOupurbl2NSEOpKuaw3W_tcpBcWQyDX59YzbKIObFhh4wpAhqo7FCPOw" style="float:left;height:66px;margin-left:0px;margin-right:1em;width:197px">Video is a powerful form of communication. It wasn&#39;t that long ago that classroom video projects required possession of expensive editing software and other equipment. That is no longer the case. Today, anyone with access to the web can make a high-quality video production. Two of my favorite web-based video creation services are <a href="http://animoto.com/education">Animoto</a> and <a href="http://jaycut.com/">JayCut</a>. Of the two <a href="http://animoto.com/education">Animoto</a> is the easiest to use while <a href="http://jaycut.com/">JayCut</a> offers the most editing options. Learn how to use <a href="http://animoto.com/">Animoto</a> in my free publication <a href="http://issuu.com/richardbyrne/docs/making-videos-on-the-web/1">Making Videos on the Web</a>.<br><br></p><h3>5. Create Maps to Tell a Story</h3><p><img src="https://lh5.googleusercontent.com/jTdmPT5TLX9RhHu7q1ALmI8tfLtEn4kMnUja5Qo3LzOCJxRRV1fvxLOsXK1XLx_qoovwewkxM_7uOVLIhCSe-KGHFkz4yXhDqHspeffin3x-RoyoWg" style="float:left;height:58px;margin-left:0px;margin-right:1em;width:189px">Maps are obviously useful for Social Studies teachers, but did you know that you can also use multimedia maps to tell a story? <a href="http://maps.google.com/">Google Maps</a> and <a href="http://earth.google.com/">Google Earth</a> can both be used to create a multimedia story. Try having your students write the biography of a famous person by plotting points on a map and adding text, images, and videos about that person to each placemark. Visit Jerome Burg&#39;s <a href="http://googlelittrips.org/">Google Lit Trips</a> to learn more about using Google Earth in a literature course. Visit Tom Barrett&#39;s <a href="http://edte.ch/blog/maths-maps/">Maths Maps</a> to get ideas for using maps in mathematics lessons. Need some general directions for using Google Maps or Google Earth please consult my free publications <a href="http://issuu.com/richardbyrne/docs/google-for-teachers/1">Google for Teachers</a> and <a href="http://issuu.com/richardbyrne/docs/google_earth_across_the_curriculum/1">Google Earth Across the Curriculum</a>.<br><br></p><h3>6. Try Backchanneling in Your Classroom</h3><p><img src="https://lh5.googleusercontent.com/VWh4_Ckaxx7Zo0nMLXfY_Qh2IRqhv8-ZeTh_kEnKAeN1txW8AUKBMiNHDUhGDNNKks41U8rqIOVIfedRRCdDIw5mEpnd5hPh78o6BDawCWWUimHoEA" style="float:left;height:67px;margin-left:0px;margin-right:1em;width:248px">As staffing cuts create larger class sizes, it is becoming more difficult for some teachers to hear every student&#39;s question and or comment. Some students are reluctant to verbally share their thoughts in the classroom. And some students just have to blurt-out every thought or question they have as soon as they have it. Creating a backchannel for your students can address all three of those problems.<br><br> A backchannel is another name for a chat room in which your students type their questions and comments whenever they have them. You can then address those questions and comments immediately, have students reply to each other, or address the questions when time permits. Learn more about the uses of backchannels in <a href="http://reformsymposium.com/blog/2010/07/11/commencement-keynote-richard-byrne/">my presentation about using backchannels in the classroom</a>.<br><br> Here are some school-friendly services that can be used to host backchannels: <a href="http://todaysmeet.com/">Today&#39;s Meet</a>, <a href="http://www.chatzy.com/advanced.htm">Chatzy</a>, <a href="http://www.edmodo.com/">Edmodo</a>, and <a href="http://www.presently.com/">Present.ly</a>.<br><br></p><h3>7. Join a Social Network for Your Professional Development</h3><p><img src="https://lh3.googleusercontent.com/LC6YXjU2S-ZIL7Ng8cfD_FypG9kQ6uXhxLQ3vtSR5Zr6RwwbSRFXy6zsYswvB7F8E4cOxboH3f87MAJjySIRWN83akTyulYh-YEn9KJSWuS9IxJ1pQ" style="float:left;height:73px;margin-left:0px;margin-right:1em;width:236px">Social networks can be used for much more than just sharing pictures of your kids with you old high school friends. <a href="http://twitter.com/rmbyrne">Twitter</a>, <a href="http://classroom20.com/">Classroom 2.0</a>, and <a href="http://edupln.ning.com/">The Educators PLN</a> are great places to connect with other teachers around the world. Use these connections to gather ideas for improving your lesson plans, share and find great web resources, and perhaps virtually connect your classroom to another classroom. Check out the <a href="http://www.flatclassroomproject.org/">Flat Classroom Project</a> for ideas about connecting classrooms around the world. View my resources to <a href="http://www.freetech4teachers.com/p/develop-pln.html">learn how to build your own personal learning network</a>.<br><br></p><h3>8. Use an Online Service to Save Your Bookmarks</h3><p><img src="https://lh5.googleusercontent.com/7g1SiK6ppatjQlUN7lz4Wy0oQu-75u79yWDo4BF4aaLZ1HLwHMRYtu_PWj5XMHxAOZ464EB1ECsTXZ0cJvtJyJcfHpLbxvk8uL8anR_UvEZ64LNDiw" style="float:left;height:81px;margin-left:0px;margin-right:1em;width:151px">Every spring just before school lets out for the summer and all of the school-issued computers are re-imaged, some of my colleagues come to me in a panic wondering how to save all of the websites they have bookmarked on their computers. This problem could be completely avoided if they would just try using an online social bookmarking service like <a href="http://diigo.com/">Diigo</a>, <a href="http://delicious.com/">Delicious</a>, or <a href="http://bookmarks.google.com/">Google Bookmarks</a>.<br><br> Using an online bookmarking service allows you to access all of your favorite websites from any Internet-connected computer anywhere. All three of these services offer browser add-ons that allow to save bookmarks just as easily as you would with the bookmarking features in Firefox or Internet Explorer. These services also allow you to share your bookmarks with others (your students for example) and to add comments to your bookmarks so you remember why you saved each one. Learn more about online bookmarking services in <a href="http://commoncraft.com/bookmarking-plain-english">this video from Common Craft</a>. Learn how to use Google Bookmarks in my free publication <a href="http://issuu.com/richardbyrne/docs/google_for_teachers_ii/1">Google for Teachers II</a>.<br><br></p><h3>9. Get Your Students Searching More Than Just Google.com</h3><p><br> Give students a research assignment and the first place that most of them will go to is Google.com. There&#39;s nothing inherently wrong with that, but if that&#39;s all your students do they&#39;re not likely to find the best possible information. One of the ways you can do this is by introducing your students to Google Wonder Wheel and Google Timeline. Both of those refinement tools are built into Google Search. You should also show your students how to use Google&#39;s advanced search options. If your students are searching for information that contains numerical data such as distance and time, introduce them to <a href="http://www.wolframalpha.com/">Wolfram Alpha</a>. Learn more about Internet search strategies and tools in my free publication <a href="http://issuu.com/richardbyrne/docs/beyond-google-/1">Beyond Google</a>. Learn how to build your own search engine in my free publication <a href="http://issuu.com/richardbyrne/docs/google_for_teachers_ii/1">Google for Teachers II</a>.<br><br></p><h3>10. Have Your Students Create Podcasts</h3><p><img src="https://lh6.googleusercontent.com/yeDuw-tRLRKBCCteJs4Y4aMnUiq03mBb9OT9N3OXT9v1mchtPLaWqbHYoXDWl6xovhD3wZ_23NogpvcN6LEMu6XaS9JiLFitgJErDLeFPh7hxDf04g" style="float:left;height:73px;margin-left:0px;margin-right:1em;width:171px">Creating podcasts is a great way for students to preserve oral histories or to hear themselves practicing a foreign language. Open source program <a href="http://audacity.sourceforge.net/">Audacity</a> and Apple&#39;s Garage Band are excellent platforms for recording podcasts. You can also record podcasts without installing software by using <a href="http://aviary.com/tools/audio-editor">Aviary&#39;s Myna</a> service or <a href="http://drop.io/">Drop.io&#39;s</a> voicemail service. If you need a free place to host podcasts check out <a href="http://podbean.com/">PodBean</a> or <a href="http://www.blubrry.com/">Blubrry</a>.<br><br></p><h3>11. Eliminate Inbox Overload</h3><p><img src="https://lh6.googleusercontent.com/qOffDxzykM2GmUf1uAS-geBX75ENsjLza9FCXStkCxsByp9s90zVHH3SNv7j7NmwhN2cFsEKqBFuB8CXq5fktvj1Bgh0I5-SGy8Vd0W37zplQCLO6A" style="float:left;height:60px;margin-left:0px;margin-right:1em;width:202px">Get all of your students using <a href="http://docs.google.com/">Google Docs</a> or <a href="http://writer.zoho.com/">Zoho Writer</a> this year to eliminate the need for them to send you document attachments. Simply have them share their documents with you. You can edit their documents and grade their documents without having to open attachments. Using Google Docs or Zoho Writer will eliminate issues associated with students sending attachments that you cannot open. Getting your students to use either of these services will free up a lot of storage space in your email inbox.<br><br> Stay tuned later this week for a free PDF guide on how to use the tools mentioned above.<br><br> If this is your first time visiting <a href="http://freetech4teachers.com/">Free Technology for Teachers</a> please consider <a href="http://feeds.feedburner.com/freetech4teachers/cGEY">subscribing</a>.<br> POSTED BY MR. BYRNE AT <a href="http://www.freetech4teachers.com/2010/08/11-techy-things-for-teachers-to-try.html">1:22 PM</a><br><br><a href="http://www.freetech4teachers.com/2010/08/11-techy-things-for-teachers-to-try.html">http://www.freetech4teachers.com/2010/08/11-techy-things-for-teachers-to-try.html</a><br></p><br>Orcahttp://www.blogger.com/profile/03415884987803612593noreply@blogger.com0tag:blogger.com,1999:blog-9033329630711909277.post-78147572538755238372010-09-17T23:28:00.001+08:002010-09-19T00:03:34.554+08:00翻译《家庭图书馆提供巨大教育优势》<h1>Home Libraries Provide Huge Educational Advantage</h1><h1>&#23478;&#24237;&#22270;&#20070;&#39302;&#25552;&#20379;&#24040;&#22823;&#25945;&#32946;&#20248;&#21183;</h1><p>Will your child finish college? The answer may be as close as your bookshelves, or lack thereof.</p><p>&#20320;&#30340;&#23401;&#23376;&#33021;&#22815;&#35835;&#21040;&#22823;&#23398;&#20040;&#65311;&#31572;&#26696;&#19982;&#20320;&#30340;&#20070;&#26550;&#20851;&#31995;&#38750;&#24120;&#23494;&#20999;&#65292;&#21738;&#24597;&#20320;&#27809;&#26377;&#20070;&#26550;&#12290;</p><a class="vt-p" href="http://www.miller-mccune.com/culture-society/home-libraries-provide-huge-educational-advantage-14212/">By&nbsp;</a><a class="vt-p" href="http://www.miller-mccune.com/author/tomjacobs/">Tom Jacobs</a><p></p>&#20316;&#32773;&#65306;&#27748;&#22982;&middot;&#38597;&#21508;&#24067;&#26031;<br><br><img src="http://www.miller-mccune.com/wp-content/uploads/image-resize-cache/resized226x169mmw_homelibraries0407.jpg"><br> Get thee a home library. Research shows that your child&#39;s academic success may depend on it. (Doug Miller / flickr.com)&#27741;&#22791;&#19968;&#34255;&#20070;&#38401;&#12290;&#30740;&#31350;&#26174;&#31034;&#20320;&#23401;&#23376;&#30340;&#23398;&#19994;&#25104;&#21151;&#21487;&#33021;&#20250;&#21462;&#20915;&#20110;&#26031;&#12290;&#65288;&#31859;&#31435;&#36947;&#65289;<h2>RELATED STORIES</h2><h2>&#30456;&#20851;&#25991;&#31456;</h2><ul><li><a class="vt-p" href="http://www.miller-mccune.com/carousel/immigration-and-the-missing-ph-d-s-13718/"></a><h2><a class="vt-p" href="http://www.miller-mccune.com/carousel/immigration-and-the-missing-ph-d-s-13718/">Immigration and the Missing Ph.D.s</a></h2></li><li><a class="vt-p" href="http://www.miller-mccune.com/culture-society/are-parents-too-involved-with-their-children-12882/"></a><h2><a class="vt-p" href="http://www.miller-mccune.com/culture-society/are-parents-too-involved-with-their-children-12882/">Are Parents Too Involved With Their Children?</a></h2></li><li><a class="vt-p" href="http://www.miller-mccune.com/politics/environmental-literacy-no-child-left-indoors-11299/"></a><h2><a class="vt-p" href="http://www.miller-mccune.com/politics/environmental-literacy-no-child-left-indoors-11299/">Environmental Literacy: No Child Left Indoors</a></h2></li><li><a class="vt-p" href="http://www.miller-mccune.com/business-economics/collegiate-commitment-to-bridge-achievement-gap-11147/"></a><h2><a class="vt-p" href="http://www.miller-mccune.com/business-economics/collegiate-commitment-to-bridge-achievement-gap-11147/">Collegiate Commitment to Bridge Achievement Gap</a></h2></li><li><a class="vt-p" href="http://www.miller-mccune.com/culture-society/extreme-school-makeovers-10916/"></a><h2><a class="vt-p" href="http://www.miller-mccune.com/culture-society/extreme-school-makeovers-10916/">Extreme School Makeovers</a></h2></li></ul><p>In an era of electronic entertainment, the term &ldquo;home library&rdquo; increasingly has the word &ldquo;video&rdquo; in the middle. But before parents start giving away books to clear shelf space for DVDs, they&rsquo;ll want to consider the results of a&nbsp;<a class="vt-p" href="http://www.sd000.1s.fr/science?_ob=ArticleURL&amp;_udi=B82Y4-4YC2XKM-1&amp;_user=10&amp;_coverDate=02/10/2010&amp;_rdoc=1&amp;_fmt=high&amp;_orig=browse&amp;_sort=d&amp;view=c&amp;_acct=C000050221&amp;_version=1&amp;_urlVersion=0&amp;_userid=10&amp;md5=5a404df232a0b7f4988246ce7229d66f">comprehensive new study</a>.</p><p>&#22312;&#30005;&#23376;&#23089;&#20048;&#30340;&#26102;&#20195;&#65292;&ldquo;&#23478;&#24237;&#22270;&#20070;&#39302;&rdquo;&#37324;&#30340;&ldquo;&#35270;&#39057;&rdquo;&#36234;&#26469;&#36234;&#22810;&#12290;&#20294;&#26159;&#22312;&#23478;&#38271;&#24320;&#22987;&#33150;&#20986;&#20070;&#26550;&#19978;&#30340;&#22320;&#26041;&#25918;DVD&#20043;&#21069;&#65292;&#24076;&#26395;&#20182;&#20204;&#32771;&#34385;&#19968;&#20010;&#26032;&#30340;&#32508;&#21512;&#30740;&#31350;&#30340;&#25104;&#26524;&#12290;</p><p><br></p><p>After examining statistics from 27 nations, a group of researchers found the presence of book-lined shelves in the home &mdash; and the intellectual environment those volumes reflect &mdash; gives children an enormous advantage in school.</p><p>&#36890;&#36807;&#26469;&#33258;&#20108;&#21313;&#19971;&#20010;&#22269;&#23478;&#30340;&#32479;&#35745;&#35843;&#26597;&#65292;&#19968;&#32452;&#30740;&#31350;&#20154;&#21592;&#21457;&#29616;&#65292;&#23478;&#37324;&#20070;&#26550;&#19978;&#22914;&#26524;&#25670;&#28385;&#20070;&#31821;&mdash;&mdash;&#20197;&#21450;&#36825;&#20123;&#20070;&#31821;&#20307;&#29616;&#20986;&#26469;&#30340;&#30693;&#24615;&#29615;&#22659;&mdash;&mdash;&#33021;&#20026;&#23401;&#23376;&#22312;&#23398;&#26657;&#25552;&#20379;&#24040;&#22823;&#30340;&#20248;&#21183;&#12290;</p><p><br></p><p>&ldquo;Home library size has a very substantial effect on educational attainment, even adjusting for parents&rsquo; education, father&rsquo;s occupational status and other family background characteristics,&rdquo; reports the study, recently published in the journal Research in Social Stratification and Mobility. &ldquo;Growing up in a home with 500 books would propel a child 3.2 years further in education, on average, than would growing up in a similar home with few or no books.</p><p>&#26368;&#36817;&#21457;&#34920;&#22312;&#12298;&#31038;&#20250;&#20998;&#23618;&#19982;&#27969;&#21160;&#30740;&#31350;&#26399;&#21002;&#12299;&#19978;&#30340;&#30740;&#31350;&#25253;&#21578;&#31216;&#65292;&ldquo;&#23478;&#24237;&#22270;&#20070;&#39302;&#30340;&#22823;&#23567;&#23545;&#20110;&#25945;&#32946;&#33719;&#24471;&#26377;&#30528;&#38750;&#24120;&#37325;&#35201;&#30340;&#24433;&#21709;&#65292;&#29978;&#33267;&#33021;&#35843;&#25972;&#23478;&#38271;&#30340;&#25945;&#32946;&#12289;&#29238;&#20146;&#30340;&#32844;&#19994;&#22320;&#20301;&#65292;&#20197;&#21450;&#20854;&#20182;&#23478;&#24237;&#32972;&#26223;&#29305;&#24615;&#12290;&#22312;&#26377;&#20116;&#30334;&#26412;&#20070;&#31821;&#30340;&#23478;&#24237;&#20013;&#25104;&#38271;&#65292;&#19982;&#27809;&#26377;&#20070;&#31821;&#25110;&#21482;&#26377;&#23569;&#37327;&#20070;&#31821;&#30340;&#31867;&#20284;&#23478;&#24237;&#30456;&#27604;&#65292;&#33021;&#22815;&#35753;&#23567;&#23401;&#22312;&#25945;&#32946;&#19978;&#24179;&#22343;&#21521;&#21069;&#25512;&#36827;&#19977;&#28857;&#20108;&#24180;&#12290;&rdquo;</p><p><br></p><p>&ldquo;This is a large effect, both absolutely and in comparison with other influences on education,&rdquo; adds the research team, led by University of Nevada sociologist&nbsp;<a class="vt-p" href="http://internationalsurvey.org/Evans_cv_2009_April.pdf">M.D.R. Evans</a>. &ldquo;A child from a family rich in books is 19 percentage points more likely to complete university than a comparable child growing up without a home library.&rdquo;</p><p>&#20869;&#21326;&#36798;&#22823;&#23398;&#31038;&#20250;&#23398;&#23478;&#22467;&#25991;&#26031;&#39046;&#23548;&#30340;&#30740;&#31350;&#22242;&#38431;&#34917;&#20805;&#36947;&#65306;&ldquo;&#19982;&#20854;&#20182;&#25945;&#32946;&#24433;&#21709;&#30456;&#27604;&#65292;&#26080;&#35770;&#30456;&#23545;&#27604;&#20363;&#36824;&#26159;&#32477;&#23545;&#25968;&#37327;&#65292;&#36825;&#37117;&#26159;&#20010;&#24040;&#22823;&#30340;&#24433;&#21709;&#12290;&#26469;&#33258;&#34255;&#20070;&#20016;&#23500;&#30340;&#23478;&#24237;&#30340;&#23401;&#23376;&#65292;&#27604;&#22312;&#27809;&#26377;&#23478;&#24237;&#22270;&#20070;&#39302;&#30340;&#23478;&#24237;&#25104;&#38271;&#36215;&#26469;&#30340;&#31867;&#20284;&#23401;&#23376;&#65292;&#23436;&#25104;&#22823;&#23398;&#23398;&#19994;&#30340;&#21487;&#33021;&#24615;&#39640;&#20986;&#30334;&#20998;&#20043;&#21313;&#20061;&#12290;&rdquo;</p><p><br></p><p>This effect holds true regardless of a nation&rsquo;s wealth, culture or political system, but its intensity varies from country to country. In China, a child whose parents own 500 books will average 6.6 more years of education than a comparable child from a bookless home. In the U.S., the figure is 2.4 years &mdash; which is still highly significant when you consider it&rsquo;s the difference between two years of college and a full four-year degree.</p><p>&#36825;&#19968;&#24433;&#21709;&#23436;&#20840;&#19982;&#22269;&#23478;&#30340;&#36130;&#23500;&#12289;&#25991;&#21270;&#21450;&#25919;&#27835;&#20307;&#21046;&#26080;&#20851;&#65292;&#20294;&#20854;&#24378;&#24230;&#22240;&#22269;&#23478;&#32780;&#24322;&#12290;&#22312;&#20013;&#22269;&#65292;&#23478;&#38271;&#25317;&#26377;&#20116;&#30334;&#26412;&#20070;&#31821;&#65292;&#23401;&#23376;&#35201;&#27604;&#27809;&#26377;&#20070;&#31821;&#30340;&#23478;&#24237;&#30340;&#31867;&#20284;&#23401;&#23376;&#65292;&#22312;&#25945;&#32946;&#19978;&#24179;&#22343;&#21521;&#21069;&#25512;&#36827;&#20845;&#28857;&#20845;&#24180;&#12290;&#22312;&#32654;&#22269;&#65292;&#36825;&#20010;&#25968;&#23383;&#26159;&#20108;&#28857;&#22235;&#24180;&mdash;&mdash;&#24403;&#20320;&#32771;&#34385;&#20004;&#24180;&#22823;&#19987;&#21644;&#22235;&#24180;&#26412;&#31185;&#30340;&#21306;&#21035;&#26102;&#65292;&#36825;&#20010;&#25968;&#23383;&#23601;&#38750;&#24120;&#37325;&#35201;&#20102;&#12290;</p><p><br></p><p>The researchers used data from the World Inequality Study, which pooled information from a series of representative national samples. In most nations, survey participants (a total of more than 73,000 people) were asked to estimate the number of books in their parents&rsquo; home when they were 14 years old. The scholars compared that figure with other factors influencing educational achievement, including the education levels of one&rsquo;s parents.</p><p>&#30740;&#31350;&#20154;&#21592;&#21033;&#29992;&#26469;&#33258;&#19990;&#30028;&#19981;&#21516;&#30740;&#31350;&#30340;&#25968;&#25454;&#65292;&#20174;&#19968;&#31995;&#21015;&#26377;&#20195;&#34920;&#24615;&#30340;&#22269;&#23478;&#26679;&#26412;&#20013;&#27719;&#38598;&#20449;&#24687;&#12290;&#22312;&#22823;&#22810;&#25968;&#22269;&#23478;&#65292;&#21442;&#19982;&#35843;&#26597;&#32773;&#65288;&#19968;&#20849;&#36229;&#36807;&#19971;&#19975;&#19977;&#21315;&#20154;&#65289;&#34987;&#35201;&#27714;&#20272;&#35745;&#33258;&#24049;&#21313;&#22235;&#23681;&#26102;&#29238;&#27597;&#23478;&#37324;&#20070;&#31821;&#25968;&#37327;&#12290;</p><p><br></p><p>&ldquo;Regardless of how many books the family already has, each addition to a home library helps the children get a little farther in school,&rdquo; they report. &ldquo;But the gains are not equally great across the entire range. Having books in the home has a greater impact on children from the least-educated families. It is at the bottom, where books are rare, that each additional book matters most.&rdquo;</p><p>&#30740;&#31350;&#20154;&#21592;&#31216;&#65292;&ldquo;&#19981;&#31649;&#23478;&#37324;&#26377;&#22810;&#23569;&#26412;&#20070;&#65292;&#23478;&#24237;&#22270;&#20070;&#39302;&#27599;&#22686;&#21152;&#19968;&#26412;&#20070;&#65292;&#37117;&#33021;&#24110;&#21161;&#23401;&#23376;&#22312;&#23398;&#26657;&#36208;&#36828;&#19968;&#28857;&#28857;&#12290;<font style="background-color:#ff0000">&#20294;&#26159;&#21508;&#38454;&#23618;&#25910;&#30410;&#24182;&#19981;&#21516;&#26679;&#24040;&#22823;</font>&#12290;&#23478;&#37324;&#26377;&#20070;&#31821;&#23545;&#21463;&#25945;&#32946;&#31243;&#24230;&#26368;&#20302;&#23478;&#24237;&#23401;&#23376;&#30340;&#24433;&#21709;&#38750;&#24120;&#22823;&#12290;&#20302;&#25945;&#32946;&#23478;&#24237;&#22788;&#22312;&#26368;&#24213;&#37096;&#65292;&#23478;&#37324;&#24456;&#38590;&#35265;&#21040;&#20070;&#26412;&#65292;&#27599;&#22686;&#21152;&#19968;&#26412;&#20070;&#65292;&#24433;&#21709;&#37117;&#24456;&#24040;&#22823;&#12290;&rdquo;</p><p><br></p><p>Evans and her colleagues contend the number of books at home is an excellent reflection of a family&rsquo;s &ldquo;scholarly culture,&rdquo; which they describe as a &ldquo;way of life in homes where books are numerous, esteemed, read and enjoyed.&rdquo; An early immersion in such a culture &ldquo;provides skills and competencies that are useful in school,&rdquo; and/or engenders &ldquo;a preference for and enjoyment of books and reading that makes schooling congenial, or enjoyable,&rdquo; they conclude.</p><p>&#22467;&#25991;&#26031;&#21450;&#20854;&#21516;&#20107;&#22768;&#31216;&#65292;&#23478;&#24237;&#20070;&#31821;&#25968;&#37327;&#65292;&#26159;&#23478;&#24237;&ldquo;&#23398;&#26415;&#25991;&#21270;&rdquo;&#30340;&#26368;&#20339;&#20307;&#29616;&#65292;&#20182;&#20204;&#25226;&#36825;&#25551;&#36848;&#20026;&ldquo;&#34255;&#20070;&#20016;&#23500;&#12289;&#23562;&#37325;&#20070;&#31821;&#12289;&#20139;&#21463;&#38405;&#35835;&#30340;&#23478;&#24237;&#29983;&#27963;&#26041;&#24335;&#12290;&#20182;&#20204;&#26029;&#35328;&#65306;&rdquo;&#26089;&#26089;&#27785;&#28024;&#22312;&#36825;&#31181;&#25991;&#21270;&#20013;&ldquo;&#33021;&#22815;&#20026;&#23398;&#26657;&#29983;&#27963;&#25552;&#20379;&#26377;&#29992;&#30340;&#25216;&#24039;&#19982;&#33021;&#21147;&#65292;&rdquo;&#24182;&#24418;&#25104;&ldquo;&#28909;&#29233;&#24182;&#20139;&#21463;&#20070;&#26412;&#21644;&#38405;&#35835;&#65292;&#20196;&#23398;&#26657;&#25945;&#32946;&#24812;&#24847;&#25110;&#24841;&#24555;&#12290;&rdquo;<br></p><p><br></p><p>So mom and dad don&rsquo;t have to be scholars themselves; they just have to read and respect books, and pass that love of reading down to their children. Anna Quindlen was clearly onto something when she&nbsp;<a class="vt-p" href="http://www.brainyquote.com/quotes/authors/a/anna_quindlen.html">wrote</a>: &ldquo;I would be the most content if my children grew up to be the kind of people who think decorating consists mostly of building enough bookshelves.&rdquo;</p><p>&#22240;&#27492;&#65292;&#29238;&#27597;&#19981;&#38656;&#35201;&#33258;&#24049;&#25104;&#20026;&#23398;&#32773;&#65292;&#20182;&#20204;&#20165;&#20165;&#38656;&#35201;&#38405;&#35835;&#24182;&#23562;&#37325;&#20070;&#31821;&#65292;&#24182;&#23558;&#23545;&#38405;&#35835;&#30340;&#28909;&#29233;&#20256;&#36882;&#21040;&#20182;&#20204;&#30340;&#23401;&#23376;&#12290;&#23433;&#23068;&middot;&#26118;&#24503;&#20262;&#20889;&#20986;&#22914;&#19979;&#25991;&#23383;&#30340;&#26102;&#20505;&#26174;&#28982;&#24819;&#34920;&#36798;&#20123;&#20160;&#20040;&#65306;&ldquo;&#22914;&#26524;&#25105;&#30340;&#23401;&#23376;&#38271;&#22823;&#20043;&#21518;&#65292;&#35748;&#20026;&#23478;&#23621;&#35013;&#20462;&#23601;&#26159;&#23478;&#37324;&#25670;&#28385;&#20070;&#26550;&#65292;&#25105;&#20250;&#24863;&#21040;&#26080;&#27604;&#24184;&#31119;&#12290;&rdquo;</p><br><a class="vt-p" href="http://www.miller-mccune.com/culture-society/home-libraries-provide-huge-educational-advantage-14212/">http://www.miller-mccune.com/culture-society/home-libraries-provide-huge-educational-advantage-14212/</a><br><br>Orcahttp://www.blogger.com/profile/03415884987803612593noreply@blogger.com0tag:blogger.com,1999:blog-9033329630711909277.post-52314046944209232582010-09-12T22:11:00.001+08:002010-09-17T22:57:14.702+08:00翻译《忘掉你所知道的良好学习习惯》<h1>Forget What You Know About Good Study Habits</h1><h1>&#24536;&#25481;&#20320;&#25152;&#30693;&#36947;&#30340;&#33391;&#22909;&#23398;&#20064;&#20064;&#24815;</h1><h6>By <a class="vt-p" href="http://topics.nytimes.com/top/reference/timestopics/people/c/benedict_carey/index.html?inline=nyt-per">BENEDICT CAREY</a></h6><h6>&#20316;&#32773;&#65306;&#26412;&#23612;&#36842;&#20811;&middot;&#21345;&#29790;</h6><p>Every September, millions of parents try a kind of psychological witchcraft, to transform their summer-glazed campers into fall students, their video-bugs into bookworms. Advice is cheap and all too familiar: Clear a quiet work space. Stick to a homework schedule. Set goals. Set boundaries. Do not bribe (except in emergencies).<br>&#27599;&#24180;&#20061;&#26376;&#65292;&#25968;&#30334;&#19975;&#23478;&#38271;&#35797;&#22270;&#29992;&#19968;&#31181;&#24515;&#29702;&#39764;&#27861;&#65292;&#25226;&#20182;&#20204;&#22799;&#22825;&#26194;&#24471;&#28422;&#40657;&#30340;&#37326;&#23567;&#23376;&#20204;&#36716;&#21464;&#25104;&#31179;&#22825;&#30340;&#22909;&#23398;&#29983;&#65292;&#25226;&#20182;&#20204;&#30340;&#30005;&#35270;&#34411;&#23376;&#21464;&#25104;&#20070;&#34411;&#12290;&#24314;&#35758;&#26159;&#24265;&#20215;&#32780;&#19988;&#38750;&#24120;&#29087;&#24713;&#30340;&#65306;&#20934;&#22791;&#19968;&#22788;&#23433;&#38745;&#30340;&#23398;&#20064;&#22330;&#25152;&#12290;&#20005;&#26684;&#36981;&#23432;&#23478;&#24237;&#20316;&#19994;&#23433;&#25490;&#36827;&#24230;&#34920;&#12290;&#35774;&#23450;&#30446;&#26631;&#12290;&#35774;&#23450;&#36793;&#30028;&#12290;&#19981;&#35201;&#29992;&#38065;&#25910;&#20080;&#23401;&#23376;&#65288;&#38500;&#38750;&#19975;&#19981;&#24471;&#24050;&#65289;&#12290;</p><p><br> And check out the classroom. Does Junior&rsquo;s learning style match the new teacher&rsquo;s approach? Or the school&rsquo;s philosophy? Maybe the child isn&rsquo;t &ldquo;a good fit&rdquo; for the school.<br>&#25509;&#19979;&#26469;&#26816;&#26597;&#25945;&#23460;&#12290;&#23398;&#29983;&#30340;&#23398;&#20064;&#39118;&#26684;&#26159;&#21542;&#19982;&#26032;&#25945;&#24072;&#30340;&#26041;&#27861;&#30456;&#25645;&#37197;&#65311;&#19982;&#23398;&#26657;&#30340;&#29702;&#24565;&#21602;&#65311;&#25110;&#32773;&#36825;&#23401;&#23376;&#24182;&#19981;&#36866;&#21512;&#36825;&#25152;&#23398;&#26657;&#65311;</p><p><br> Such theories have developed in part because of sketchy education research that doesn&rsquo;t offer clear guidance. Student traits and teaching styles surely interact; so do personalities and at-home rules. The trouble is, no one can predict how.<br>&#36825;&#20123;&#29702;&#35770;&#22312;&#26576;&#20123;&#26041;&#38754;&#30456;&#24403;&#23436;&#22791;&#65292;&#22240;&#20026;&#31895;&#30053;&#30340;&#25945;&#32946;&#30740;&#31350;&#26080;&#27861;&#25552;&#20379;&#26126;&#30830;&#30340;&#25351;&#23548;&#24847;&#35265;&#12290;&#23398;&#29983;&#29305;&#28857;&#21644;&#25945;&#23398;&#39118;&#26684;&#32943;&#23450;&#26377;&a